Research On Mathematics Teaching In Senior High School Based On ’5E’ Teaching Mode

The ’5E’ teaching mode originated in foreign countries,has been widely used in various disciplines abroad and has achieved good results.Therefore,in order to adapt to the flood of educational reform in the new era,the author attempts to compare the ’ 5E ’ teaching mode with the domestic traditional teaching mode to explore whether this new mode can have a positive impact on high school mathematics teaching in China.This paper mainly studies this mode through classroom observation,interview,questionnaire survey and mathematical statistics.In order to study the effectiveness of this teaching mode,the author sorts out the relevant teaching characteristics and teaching principles.After selecting two classes in a high school for practical evaluation,it is found that the answer of class A is obviously better than that of class B;a class ’ s learning attitude and interest,problem solving ability is also slightly stronger than B class;although class A mathematics teacher has not heard of the ’ 5E ’teaching mode,his classroom teaching mode basically conforms to the basic idea and process of the ’ 5E ’ teaching mode.For example,at the beginning of the classroom,class A mathematics teacher will play a short film related to this course to bring students into a specific mathematical situation,which conforms to the participation link in the ’ 5E ’ mode.Teachers do not teach the teaching content directly to students,but let students explore the form of independent,which conforms to the ’ 5E ’ mode of inquiry link;teachers organize students to summarize their understanding of the conclusion when they get the conclusion,which is in line with the interpretation of the ’ 5E ’ model;teachers give appropriate comments and expansion after students ’summary,which is in line with the expansion of ‘ 5E ’ teaching;After students acquire relevant knowledge,teachers let students self-assessment or group evaluation conform to the ’ 5E ’ mode.The situation in Class B is roughly the opposite.The teacher has not heard of the “ 5E ” mode and his classroom teaching mode is more inclined to our traditional teaching mode.Therefore,it is concluded that the“ 5E ” teaching mode is effective for classroom teaching.Based on this,the teaching design of derivative under the “ 5E ” teaching mode is summarized,hoping to provide some help for teaching practitioners.