As a new learning method that embodies the concept and requirements of quality education, mathematics inquiry learning should run through all the activities of mathematics education. Then, how to carry out research-based learning of mathematics in senior high school mathematics class?
First, the penetration of research-based learning in daily classroom teaching
Curiosity is the intrinsic motivation for people to think and study problems. The higher the students' thirst for knowledge, the stronger their initiative to explore, and they can think positively and find answers to questions. In teaching, our teachers can use various methods such as attracting interest, arousing doubts, suspense and discussion to enliven the classroom atmosphere, stimulate students' enthusiasm for learning and curiosity, and help students get out of the trough of thinking. When teaching new classes, we can create problem situations according to the topics, which will make students feel anxious and eager to know the results of the problems, thus greatly increasing their thirst for knowledge. On the basis of following the teaching rules, lively, enlightening, exploratory and innovative teaching methods are adopted to fully stimulate students' curiosity, cultivate students' interest in learning, and lay the foundation for developing mathematics research-based learning activities.
The process of mathematics inquiry learning revolves around a mathematical problem that needs to be solved, and ends with students directly participating in the research and finally solving the problem. The process of students' learning mathematics itself is a problem-solving process. When students learn a new knowledge chapter, even a new theorem and formula, they face a new problem. In fact, the proof and derivation of many theorems and formulas in textbooks are good materials for mathematical research learning. For example, in trigonometric functions, the derivation of sine and cosine induction formulas; Study on inclination and slope of straight line: the positional relationship between straight line and parabola; Wait a minute. Based on certain mathematical theorems or postulates, appropriate problem scenarios can be designed for students to explore, discover general laws through their own efforts, and experience the fun of research.
Second, the penetration of research-based learning in social practice
In the research study of mathematics, social practice is an important channel to obtain information and research materials. Students can obtain first-hand information by observing, understanding and personally participating in things, which can be solved with the mathematics knowledge they have learned.
Inquiry learning emphasizes the connection between theory and society, science and life practice, and pays special attention to environmental problems, the influence of modern science and technology on contemporary life and major issues closely related to social development. It is necessary to guide students to pay attention to real life and participate in social practice activities in person. At the same time, the design and implementation of inquiry learning should provide conditions and possibilities for students to participate in social practice activities.
For high school students, to carry out research-based learning, it is necessary to cultivate their practical ability. Specifically, it mainly includes the following abilities: the ability to find, ask, analyze and solve problems; Hands-on ability; Ability to participate in social activities. For example, let students try to learn the "investigation of bank deposit interest and profit tax": first, let students do research topics, find out the contents of bank deposit interest and profit tax from textbooks, extracurricular reading materials and the Internet, and group them into relevant departments such as China Construction Bank, Agricultural Bank, rural credit cooperatives, national tax and local tax, and collect original data according to their actual needs, and then establish a mathematical model by analyzing and sorting out the original data. In the research process, students' enthusiasm and innovation ability are fully displayed, so that they can find the fun of learning mathematics and enjoy the joy of success.
Three, in the research study, teachers should grasp the degree of guidance.
Research-based learning emphasizes the main role of students, but also attaches importance to the guiding role of teachers. In the process of implementing research-based learning, teachers should take students as the main body of learning, exploring and solving problems, and pay attention to changing their own guidance methods.
Inquiry learning is an autonomous and exploratory learning activity for students under the guidance of teachers. Students gain direct experience through personal practice, develop scientific spirit and attitude, master basic scientific methods, and then improve their comprehensive quality and ability. As the organizer and instructor of this activity, teachers can neither replace students' autonomous learning according to the existing teaching mode, nor let themselves go. To achieve the ultimate goal of research-based learning, teachers must grasp the degree of guidance.
Because inquiry learning is a learning activity that students choose and determine topics from nature, society and life under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems in the research process. However, there are various problems to be solved in social production, life and study. Different types of problems are suitable to be solved by different methods and means. In other words, different types of problems have different solutions or research models. Therefore, in the initial stage of inquiry learning, they should be familiar with and master as many research models as possible. For example, students should be familiar with the most basic scientific research methods such as observation, experiment, investigation and literature review, and at the same time let them know what topics are suitable for what methods. In the process of carrying out research-based learning, instructors are participants, instructors, organizers, promoters and collaborators of students' learning, that is to say, teachers should actively participate in students' research projects on an equal footing, express their opinions through exchanges with students, learn from each other and make progress together; Teachers should guide students' research ideas and methods; Teachers should do a good job in organizing and coordinating scientific research projects, create a good environment for students' learning activities, help students overcome difficulties and build confidence.