Investigation And Implementation Strategies Of Critical Thinking-oriented Inquiry-based Teaching In High School Mathematics

As China’s basic education reform continues to deepen,the cultivation of students’ core literacy has received much attention.The New Curriculum Standards for High School Mathematics(Revised 2017 Edition 2020)states that through the high school mathematics curriculum,students are required to be able to develop the ability to learn independently and establish the scientific spirit of questioning,thinking well and being rigorous and truthful.Critical thinking,as one of the thinking qualities that innovative talents must possess,is the key to developing students’ core literacy.Inquiry-based mathematics teaching has been widely used in the current high school mathematics classroom,and has become an important channel and carrier for cultivating students’ critical thinking and enhancing their core literacy in mathematics.However,literature research shows that there are still problems in the implementation of inquiry-based teaching in high school mathematics,such as "exploring" but not "investigating",missing links,and not highlighting students’ core literacy development.This study examines the implementation strategies and teaching modes of inquiry-based teaching in high school mathematics under the guidance of critical thinking.This paper focuses on two aspects,one is the current situation of inquiry-based teaching and critical thinking development in high school mathematics,and the other is the implementation strategies and teaching models of critical thinking-oriented inquiry-based teaching in high school mathematics.In the specific research process,this paper first selected mathematics teachers and students in three high schools in H city,Hubei province as the respondents,and conducted questionnaire surveys and interviews in three dimensions: teachers’ awareness of critical thinking-oriented inquiry-based teaching,implementation of inquiry-based teaching in the classroom,and feedback on the evaluation of inquiry-based teaching,and also conducted questionnaire surveys on students’ participation in inquiry-based teaching.Then,the data obtained from the survey were analyzed comprehensively,and the outstanding problems in the implementation of inquiry-based teaching in high school critical thinking-oriented mathematics were concluded: first,teachers do not have a good understanding of the importance of inquiry-based teaching and the cultivation of students’ critical thinking in it;second,teachers do not have enough depth and breadth in the implementation of inquiry-based teaching,and the cultivation of critical thinking is weakly integrated in teaching;third,teachers’ implementation of inquiry-based Third,teachers’ implementation of inquiry-based teaching evaluation is seriously inadequate;fourth,students’ participation in inquiry-based teaching is insufficient and their ability of independent inquiry learning is lacking.The reasons for the above problems are analyzed.Combining the results of the investigation and analysis,the paper finally proposes strategies for reforming critical thinking-oriented inquiry-based teaching in high school mathematics: firstly,to update teachers’ concepts and improve theoretical literacy such as inquiry-based teaching;secondly,to enhance the depth and breadth of teachers’ implementation of inquiry-based teaching and highlight the essence of mathematics;thirdly,to actively implement evaluation and teaching improvement of inquiry-based teaching.The new teaching implementation model is built,and its teaching process includes: creating a "critical thinking" mathematical questioning and inquiry situation,highlighting the topic of inquiry;guiding students’ direction of inquiry,setting critical questions;creating a mathematical "critical inquiry" atmosphere,encouraging The process includes: creating a "critical inquiry" atmosphere and encouraging cooperation and communication;sorting out the inquiry content and summarizing and improving mathematical thinking;setting inquiry assignments and building a systematic mathematical knowledge system;deepening the evaluation of mathematical inquiry and strengthening self-reflection and improvement.