Analysis On The Characteristics Of Inquiry Teaching In Primary School Mathematics Class

The current era is developing faster and faster,and curriculum reform is also accelerating.Since the implementation of the new curriculum reform in September 2001,inquiry-based teaching has attracted more and more attention.More and more schools and front-line teachers have launched inquiry-based teaching.Teaching experimental research has made great progress.But the research of inquiry teaching is still in the primary stage in China.How to carry out inquiry teaching in mathematics classroom? Based on this question,we think,how does the well-designed,iterative modified high-quality course conduct inquiry teaching? There is a lot of research on inquiry teaching in the scientific field,but very little research in mathematics.Therefore,this study solves the following problems:(1)Constructing a framework for analyzing features of inquiry teaching in primary school mathematicsWith reference to a large amount of Chinese and foreign literature,a preliminary analysis framework for the characteristics of inquiry teaching in mathematics classrooms in primary schools has been initially constructed.By repeatedly watching high-quality mathematics lessons and combining expert opinions,the framework is improved.Then based on this framework,further analyze the characteristics of inquiry classroom in high-quality primary school mathematics lessons,enrich the inquiry teaching theory and provide some reference for front-line mathematics teachers to carry out inquiry teaching.(2)Analyze the quality analysis course of primary school mathematics based on the construction of a characteristic analysis framework of elementary mathematics inquiry teachingBased on the framework,this paper analyzes the inquiry teaching process in the national primary school mathematics quality course.For the first question,based on consulting a large amount of literature,watching videos repeatedly,and asking expert teachers,a framework for analyzing the characteristics of primary school mathematics classroom inquiry teaching is constructed.It includes five aspects: the source of questions,the types of questions,the purpose of teachers' questions,students' answers and teachers' follow-up teaching actions.As for the second question,the research draws a conclusion:(1)in the quality class,the problem source is mostly raised by the teacher alone;(2)the proportion of open questions and closed questions in high quality courses is equal;(3)the purpose of teachers' questionsin high-quality classes is mostly low cognitive level;(4)high quality students' answers are closely related to teachers' question types;(5)in high quality classes,the teachers' follow-up teaching actions seeking to make clear the students' thinking and retelling the students' answers account for nearly 40%.Finally,combined with the conclusion of this study,we can get some enlightenment for inquiry teaching:(1)students should be given more opportunities to ask questions independently when conducting inquiry teaching;(2)questions raised during inquiry teaching should be more open questions;(3)The purpose of the teacher's questioning during inquiry teaching should be higher cognitive level;(4)The follow-up teaching actions of teachers during inquiry teaching should follow the students' answers closely.The shortcomings of this study are analyzed.