Under the guidance of the new curriculum standards, the basic mode of high school teaching has gradually broken away from the rigid cramming teaching in the past, and the teaching methods have also changed obviously. The focus of teaching is not how teachers teach, but how students learn. Constructivism puts forward that learning is not a process in which teachers impart knowledge to students, but a process in which students construct knowledge themselves. Its core is to take "students" as the center, emphasizing the significance of students' active exploration, active discovery and active construction of what they have learned. As a senior high school math teacher in a state-level poverty-stricken county, she has been trying to use "Learning Guidance Outline" as the leading idea of her teaching in recent years. Its basic idea is "learning before teaching, learning with teaching, teaching with classes, and training with classes", which embodies the concept of "people-oriented, teaching in one" and can fully mobilize students' enthusiasm and initiative in learning and cultivate their habit and ability of autonomous learning. Through this strategy, on the one hand, we can solve the problem of "student-centered" subject participation and the main position of autonomous learning, and change "passive learning" into "active learning" teachers. On the other hand, we can carefully design and reasonably control "teaching" and "learning" in classroom teaching by using "learning guidance outline", thus greatly improving the efficiency of classroom teaching and ensuring its effectiveness. Students truly become the masters of learning through independent, cooperative, inquiry, communication, demonstration, feedback and other learning activities.

First, improve the gold content of the Guiding Outline and optimize classroom teaching.

The core of this teaching mode lies in the compilation of "guiding outline", and an excellent "guiding outline" is the key to the success or failure of classroom teaching. Therefore, in the setting of the tutorial plan, the author strives to be meticulous and has good use and preservation value.

1. Setting requirements of "Guidance Outline"

(1) Clarify the teaching objectives. The Guiding Outline must present the main problems to be solved and the knowledge points to be mastered by students in a class, and the foothold should be small, precise and hierarchical.

(2) Reasonable transportation arrangement. In terms of content, students are mainly self-taught; In problem design, pay attention to gradient and difficulty; In operation, ensure that students can "jump" and constantly improve the timeliness of the classroom.

(3) Appropriate teaching design. The whole teaching design should avoid teachers' "full house irrigation". Teachers should give full play to the leading role of teachers and the main role of students through timely inspiration, inspiration and summary, and at the same time cultivate students' independent thinking ability.

(4) ability training. Ability training is the feedback of a class, with moderate questions and difficulty and a sense of hierarchy, which is suitable for students at all levels to complete.

2. Requirements for using teaching cases

Clever use of tutorial plan, combining tutorial plan with preview outline, class notes and wrong questions. "Tutoring plan" refers to a learning plan in which teachers guide students to actively construct knowledge according to their cognitive level and knowledge experience. In essence, learning plan is a bridge for teachers to help students master the content of textbooks, communicate learning and teaching, and also an important medium to cultivate students' autonomous learning and knowledge construction ability, that is, teachers set methods and steps from the students' point of view by carefully collecting knowledge.

(1) The "tutorial plan" is the preview outline. Teachers issue study plans before class, students preview, teachers explore learning situations, give guidance, and students conduct in-depth re-learning.

(2) "Tutoring Plan" is the class notes.

In the classroom, teachers grasp the students' learning puzzles and points through feedback, discussion and questioning, and adopt various discussion methods such as individual speech, peer discussion, group discussion and * * * demonstration to draw correct conclusions;

For the difficult key issues, teachers should take this as a case, make their ideas clear, make things clear, draw inferences from others, explain them in detail and summarize them.

(3) The Learning Plan is wrong. The exercises in the study plan are carefully selected by the teacher, which can be said to be both comprehensive and classic. Teachers can use black pens when instructing students to study independently and cooperatively before class, and red pens when reviewing in class and after class. Students can also record the reasons for their mistakes in the blank space below the original question, and finally do the original question step by step according to the teacher's correct thinking, deepen their impression and gradually form their ability.

Second, learning plan guidance+group assistance, and actively create an efficient classroom

Classroom is always the eternal theme of school teaching. Therefore, we actively try the teaching mode of "learning plan guidance+group mutual assistance" and strive to improve classroom efficiency. It is divided into five parts: students' preview before class, group presentation or discussion, interactive teaching between teachers and students, standard test and consolidation after class. Among them, the first link is the main one, which is not only the basic link, but also the target link and the fundamental link of the new classroom teaching mode. Guiding students to grasp the first link will grasp the key and essence of classroom teaching reform. Of course, for the five links, teachers can make appropriate adjustments according to the characteristics of the subject and the amount and difficulty of the class content.

The specific practice of group cooperation is to divide the group members into three grades: A, B and C. After the in-class test of the tutoring plan is completed, each team member of Class C shows his problem-solving process on the blackboard, then the team members of Class B check and correct it, and finally the team members of Class A make comments. Teachers should also evaluate students in groups, so as to encourage the benign operation of group cooperation.

Third, be good at reflection and actively write a good teaching postscript.

Practice has proved that being good at reflection and writing teaching postscript is an effective way to accurately diagnose classroom efficiency, which can continuously enrich our teaching experience and make teaching constantly new and progressive. The author's teaching postscript mainly includes the following aspects:

1. Remember the successful practices. Each class has different successes, such as attractive classroom introduction, interesting dialogues, typical cases, vivid demonstrations, clever questions, humorous explanations, successful improvisation, wonderful methods, beneficial enlightenment, wonderful teaching designs and teaching fragments, and appropriate media applications. Record your deep feelings, achieve the expected effect, and arouse students' singing in the teaching process. In this way, over time, it has become a valuable asset-teaching experience.

2. Write down the mistakes. Record the problems that appear in class or don't know how to deal with them in time in the teaching postscript, then make careful analysis and thinking, carefully find the root causes and seek countermeasures, so as to make it a lesson for future teaching work.

3. Remember the classroom inspiration. In classroom teaching, with the development of teaching, the development of teachers' and students' thinking and the harmony of emotional communication, instant inspiration often comes from some accidental events. These "sparks of wisdom" often arise in specific environments, which are instantaneous and highly referential. If we don't catch them with after-class reflection in time, they will disappear because of the passage of time, which is regrettable.

4. Remember the students' confusion and creativity. The confusion that students encounter in learning is often the difficulty of a class. Grasping students' confusion in learning, trying to improve teaching methods and means, and helping students solve their confusion are the ways to break through the key points and difficulties. In addition, sometimes students put forward original opinions or novel questions in class, adding luster to the class, and sometimes students' analysis and understanding of the problems are even better than the teacher's pre-conceived plan. While giving encouragement, we should record and enrich it in time after class.

In a word, the research and practice of "learning guidance outline+group cooperation" is a new teaching method in the current new curriculum reform, and it is also the direction of the reform of mathematics teaching and learning methods in senior high schools. This teaching method effectively improves the learning effect of mathematics class, further changes the teaching methods of teachers, and realizes the transformation of teaching methods and students' learning methods. When organizing students to carry out "learning guidance program+group cooperation", we should better handle the combination of teachers' guiding role and students' main role, and let students explore independently under the guidance of teachers, so as to achieve the purpose of strengthening thinking training, highlighting training ability and improving students' quality in an all-round way.