Practical Research On The Teaching Model Of "Four Doubts Guiding Learning" In Junior Mathematics

Teaching mode can enable teachers to overcome blindness in practice and improve teaching efficiency.The development of subject teaching can not be separated from the guidance of teaching mode.The teaching mode of "Four Doubts Guiding Learning" is a teaching mode extracted by the research group of the author's school through extensive class investigations and collections of excellent teachers' teaching practices.This teaching mode was put forward and popularized in all disciplines of the school,but each teaching mode has its own scope of adaptation and certain limitations.Hence the purpose of this study is to explore the problems and improvement strategies of this teaching mode in the teaching practice of junior mathematics,so as to provide reference for improving this teaching mode.Firstly,through literature analysis,the teaching mode of "Four Doubts Guiding Learning" is summarized.This paper expounds its source,connotation,theoretical basis and operation process,and clarifies that "Four Doubts Guiding Learning" is a teaching mode aimed at cultivating students' ability of questioning and taking the guiding case as the carrier of implementation.Its essence is leaning through doubts.In junior high school mathematics teaching,the teaching mode of "Four Doubts Guiding Learning" is feasible.Secondly,through investigations and interviews,this paper summarizes the problems existing in the application of this teaching mode in junior school mathematics: preparation of guided learning plan is stereotyped and exercises are formalistic,which cannot guide the students to study in depth;In the process of implementation,the operating procedures are mechanized,teaching means and activities formalized,and teaching practices superficial.It is found that the root of the problems lie in the lack of mathematical pertinence in the operating points and strategies of this teaching mode,which is not conducive to teachers' mathematical teaching.Then,on the basis of the analysis of the current situation and teaching practice,this paper improves the compilation of guided plans of the "Four Doubts Guiding Learning" teaching mode as well as the key operation points of the "Four Doubts",and puts forward the implementation strategies.The improvements are to put students first and develop higher-order thinking,thus offering operation plans in terms of learning goals setting,exercises setting and problems setting.There are four improvements in the key operation points in each link of "Four Doubts Guiding Learning" : self-study textbooks,completion of trial exercises for individual doubts?happy inquiry,hands-on operation to stimulate students to carry out reasonable doubts;collision discussion in groups or as a whole to arouse doubts ? acquisition of new knowledge to encourage students to produce cognitive conflicts,thus bringing valuable doubts;analyzing doubts between teachers and students by means of students' explanation,teacher-student discrimination and class performance ? give students enough time for cognitive processing,and the teachers analyze them in key points;consolidate the new knowledge by in-situ tests ?use variant exercises to promote students' perception of the value of new knowledge and the ability to use it,and combine practical experience with the improvements to obtain implementation strategies: practice "Guiding Learning with Doubts" and promote students' comprehending in classroom teaching.Finally,according to the improved mode,taking the lesson "The Nature of Parallelogram" as an example,this paper explains in detail how to design the guided plans and gives the design results(see Appendix 2);through the analysis of each link in teaching practice,it expounds how to implement the improved operation points;from the teachers' reflection,the teachers' evaluation,the measurement and evaluation of classroom observation scale,the students' questionnaire.Investigation and analysis of the four dimensions of feedback on classroom implementation,found that the improved "four doubts" teaching model is more subject-specific,feasible,and can promote teachers to grasp the characteristics of mathematics teaching.