Problems And Solving Strategies Of Mathematics Teaching Case Design In Qiongzhong High School

Nowadays,with the rapid development of society,there is an urgent need for high-quality talents.However,the traditional "one talk" teaching mode has been questioned and gradually been replaced by others that emphasize students' central role in class.In this mode,students are encouraged to think independently and cooperate with others while teachers only play the role of guide or organizer,which help to stimulate students' ability.As high school mathematic teachers,we should have advanced teaching concept to develop students' abilities.The author summarized some advantages of the guide case by years' of teaching experiences and lots of research study.First of all,teachers learn a lot from the process of designing the guide case by group discussion,brainstorming and so on.Secondly,students develop good learning habit of thinking independently and cooperate with others from the process of using guide case teaching.Finally,the teaching of guidance case improves the quality of teaching to a certain extent and improves the learning efficiency.On the basis of previous research,the author conducted a questionnaire survey on the students of two classes in Grade one in Qiongzhong high school.Then,they talked to the teachers and summed up the problems and solutions.The conclusion is that the teaching the guide case does not achieve the ideal effect.The guide case plays a better role in the students who have better habits of learning behavior,but it has caused the pressure to the students with poor learning habits.The design of the guide case should be more scientific and reasonable,and more students should be allowed to participate in the study.The author puts forward some suggestions on the design of the guide case in high school: 1.Make sure each part of the knowledge can be linked naturally and pay attention to the "cooperative inquiry" part which directly affects the teaching quality and effectiveness;2.It should be “new”,adding something interesting to attract students' eyeballs;3.Teachers should clearly recognize the difference between assignments in and after class;4.Teachers should control the difficulty of the problems according to students' needs which can positively arouse students' enthusiasm in learning;5.Teachers should have clear design intention of each part.