A Case Study On Design And Practice Of Senior High School Mathematics Guidance Case In The "271" Teaching Mode

It is clearly mentioned in the "Guiding Opinions on Promoting the Reform of the Education Way of Ordinary High Schools in the New Era" promoted by The State Council that it is necessary to fully implement the new curriculum and establish a student development guidance system.In response to the call of the State Council,the"Mathematics Curriculum Standard for Senior High School(2017 edition,2020 revision)" requires teachers to pay attention to students’ personalized and diversified learning and development,and advocate various learning methods such as independent thinking,autonomous learning,and cooperative communication.In order to implement the reform of senior high school education and the requirements of the curriculum standards,an increasing number of frontline high school mathematics teachers are beginning to prefer using guidance case to assist classroom teaching.In the practice of traditional guidance case,there may be some phenomena,such as teachers’ difficulty in mastering the correct use of guidance case,students’ lack of autonomous learning ability,low classroom participation and weak willingness to solve problems,which lead to the failure to highlight the role of guidance case.The "271"teaching mode is integrated into the design of the guidance case,which can give full play to the teaching assistant function of the guidance case in classroom teaching.In view of this,this paper integrates the "271" teaching mode into the design of high school mathematics guidance case,and carries out exploration and practice in H City.First of all,it sort out the relevant literature on the "271" teaching mode and the guidance case,clarify its connotation and elaborate the theoretical basis.Then,the questionnaire method and classroom observation method are used to grasp the current situation of students’ autonomous learning ability,classroom participation and problem-solving willingness under the traditional guidance case in H City.Then,in view of the problems found in the current situation investigation,the basis,principles and processes of the design of the guidance case under the "271" teaching mode are analyzed.The specific case of the guiding case is given,and the teaching design is given on the basis of the guiding case.Finally,the designed guidance case is practiced in H City,and the investigation is carried out after the practice.Compared with the survey results under the traditional guidance case,the use effect of the guidance case under the "271"teaching mode is analyzed.This paper finds that under the use of traditional guidance cases,middle school students in H City lack self-learning ability,low level of classroom participation and weak willingness to solve problems.After adopting the "271" teaching mode,students’autonomous learning ability,classroom participation and willingness to solve problems have been improved to varying degrees.The study of the integration of the "271"teaching mode plays a positive role in giving full play to the teaching assistant function of the learning plan in classroom teaching.The innovation of this paper,one is to choose a typical school in H City to carry out a case study,which can provide reference for the same level schools to use the "271"teaching mode under the guidance case teaching;secondly,according to the learning situation of students in practical schools,the principles and processes of guiding case design under "271" teaching mode are formulated,which provides a basis for the application of high school mathematics guiding case under "271" teaching mode.