Experiment Research For A Scenario Creation Based Self-regulated Learning Method Of High School Maths

In this paper, based on my several years mathematics teaching practice, I carried on a thorough and careful research about the mathematical self-regulated learning teaching in Gaomi’s high schools. Firstly, by using the questionnaire method, observation method and interview method and selecting eight classes in Gaomi’s two high schools as sample, we conduct a survey about the status of students’ self-regulated learning and mathematical classroom teaching, then based on the descriptive statistics, we find the main existing problems and their causes about high school mathematical self-regulated learning.Furthermore, based on the theory development of mathematical teaching, this paper proposes a new scenario creation based self-regulated learning method, its distinct characteristics are, the students can join in the learning actively; their practice ability will be enhanced; every student will enjoy the ability of corporation. With regard to the principle of scenario creation in self-regulated learning, we think that, scenario creation must conform to student’s psychology, can cause student’s interest; scenario creation must be close to student’s life reality, and can be unsterdood easily; it must be step by step rather than blindness, conform to the students’ cognitive level; and scenario creation should be open, and can cause the students to think automaticly. Furthermore, we give the strategies for designing the scenario of teaching, which include typical mathematical story, design the geometric model, analogy and comparison, problems extention, variant. At last, for different kind of topic, the teaching plan are designed, the details about how to implement it are illustrated.At last, we conduct contrast experiment in one year for the experimental classes and comparative classes, to verify the validation of our new teaching method. In order to avoid affecting teachers’ teaching procedure, we only consider two classes I taught, No. 3 and No. 4 classes in Second grade. In the usual test, No. 4 class is better than No. 3, so No. 3 class is used as experimental class, No. 4 class is set as the control class. Through the teaching experiment, we find that, the test scores of the experimental class have been improved.