Junior High School Mathematics Micro Inquiry Teaching Research

Mathematical inquiry is an important way to learn mathematics and an important way to understand the nature of mathematics.By combing the theoretical and practical research experience of mathematics exploration in the past twenty years,it is found that mathematics teachers’ understanding of inquiry teaching is insufficient,and different in operation and expectation.The all-factor exploration teaching program is complicated and time-consuming,which is not suitable for daily teaching,and it is difficult to take into account the individual differences of students.In order to further understand the current situation of inquiry teaching implementation,368 junior middle school mathematics teachers in Shanxi Province were investigated in the form of questionnaire,and found that teachers were lack of scientific guidance,such as the lack of scientific basis for the selection of inquiry content The lack of inquiry methods,the teaching concept,teaching environment,teaching time and the diversity of students all affect the implementation of inquiry teaching to a certain extent.In order to effectively promote teachers ’teaching and students’ learning,it is necessary to optimize inquiry teaching.If inquiry teaching can be routine,the inquiry content can be reasonably selected and attention to students’ classroom participation,teaching efficiency can be effectively improved.To solve the above problems,the following three aspects are studied.First of all,define "mathematical micro inquiry" is a kind of micro inquiry activities in class,its essence is the teacher based on students’ cognition and inquiry needs,some problems worth research in mathematics transformation and elaborate design,reduce the difficulty of the students found,guide students in class a short period of time actively carry out the process of exploring activities.Secondly,through literature research and current situation investigation,we pay attention to the deficiency of teaching research on teaching mode,teaching materials and teaching strategy in the research of mathematics inquiry teaching theory,and pay attention to the lack of strategic guidance shown by the practical teaching process Material difficulties,students ’individual differences,on the premise of mathematics curriculum standard,follow the characteristics of junior high school students cognitive law and psychological development,to improve students’ mathematical thinking and inquiry ability as the main purpose,optimize the general way of mathematics inquiry teaching,build the "design problem-guide direction,inquiry,communication,summary evaluation" five step cycle micro inquiry teaching way,put forward the five criteria of mathematics micro inquiry material,further put forward seven micro inquiry teaching strategy to guide practice teaching.Finally,the theory of micro-exploration teaching way and strategy is applied to the teaching design for the micro part of "graphics and geometry" in junior high school The inquiry materials are organized and case-designed,and the effectiveness of the theory is verified in practical research.This study draws the following conclusions:(1)mathematics micro inquiry teaching way is suitable for daily classroom teaching,and is meaningful for improving students’ interest in learning and learning confidence;(2)mathematics micro inquiry is reasonable,teaching time,for students at different levels,especially for students with medium learning ability;(3)mathematics micro inquiry teaching strategy is effective,and cultivate students’ mathematical thinking and inquiry ability,play an important role in their learning and development.(4)In the teaching of mathematics micro-inquiry,the process is concentrated,with a short time,and the class After the completion in class,teachers are easier to grasp the "degree" of inquiry,and give full play to the guiding role,so that students can accumulate rich knowledge,while their mathematical ability is expanded.In order to effectively improve students’ mathematical literacy and effectively promote the development of inquiry teaching,it is feasible and necessary to implement micro-inquiry teaching in junior middle school mathematics teaching.