Research-based learning refers to the process that students, inspired by curiosity and inquiry psychology, choose and determine research topics from various phenomena of interest and real life, and actively acquire knowledge, increase experience, solve problems, mature personality, learn to learn and develop study habits in research.
With the in-depth development of quality education, teachers' teaching concepts are constantly updated. The kind of teaching that takes students' minds as containers and is instilled by teachers is rare in the classroom at present. A common phenomenon is that teachers simply ask questions and introduce students' thinking into the preset circle. In teaching, teachers often know what to teach, why to teach and how to teach. However, students don't know what they want to learn, why they want to learn and how to learn. Students lack direction, motivation and methods, and it is difficult to exert their initiative and creativity in learning. Inquiry learning takes "questions" as the carrier, and students actively explore knowledge under the guidance of teachers. It focuses on "understanding" rather than "being able to", emphasizes students' active participation and guides students to explore along the predecessors. Realize the "re-creation" of knowledge. In this way, students can not only master knowledge, but also learn learning methods. "Giving people fish" is a necessary condition to cultivate innovative spirit and practical ability. Infiltrating research-based learning, teachers must return the freedom of learning to students, the space of learning to students, and the power of learning to students, so that students can truly become the masters of learning and the masters of the classroom, and the classroom can become a vibrant school.
Through the way of "research study", students can actively acquire knowledge, apply knowledge and solve problems through various channels, so as to realize that mathematics is around, feel the interest and function of mathematics, experience the charm of mathematics and cultivate students' ability to find problems: (1); (2) the ability to collect, analyze, utilize and process information; (3) scientific attitude and morality; (4) Sense of responsibility and mission to society; (5) Consciousness of sharing and cooperation. At the same time, the research of this topic will also have a certain radiation impact on changing the bad tendency of simply emphasizing "calculus" and ignoring "thinking" and "classroom" from "life" in mathematics teaching in neighboring schools.
The choice of research learning content should be based on some problems in students' life and some social problems that students care about. According to the specific situation of each grade, the content of mathematics inquiry learning in each grade is arranged as follows:
1, senior one: mainly relying on mathematics, conducting inquiry learning on themes and special topics.
According to the knowledge structure system of senior one students, this part of the content should be set according to the normal teaching content, and the teacher mainly explains it. In this respect, teachers should teach basic methods such as observation, experiment, investigation, simulation, comparison, classification, induction, analysis, synthesis and scientific hypothesis. For example, teachers can introduce students to the basic methods of how to apply mathematical knowledge to practical problems, and can give several mathematical model problems by introduction.
This part of the activity process can be divided into: elicitation (problem), thinking (problem), guidance (students looking for potential laws from complex surfaces), summary (laws and problem-solving ideas) and divergence (to other similar problems in life).
2. Senior two: closely combine practical problems and conduct diversified applied research on special topics or projects by integrating theory with practice according to the general process of scientific research.
This part of teaching focuses on project research, and students are organized by the school and guided by teachers. Because this part needs a higher level of mathematics application, this part of the activity will introduce some knowledge beyond the scope of high school (mainly some commonly used applied mathematics tools).
This part of the activity process can be divided into: introduction (some laws of the application of existing knowledge in real life and the use of common mathematical tools, such as simple linear programming, simple deduction and simple graph theory knowledge), practice (feedback of knowledge mastery) and practice (expanding the scope of problems to real life, allowing students to find problems from their own lives and then solve problems with what they have learned).
3. Senior three studies comprehensive subject problems according to the general process of scientific research.
In this part, students use their existing knowledge of mathematics and applied mathematics to solve practical problems. The problems that students see in class (even the problems of applied mathematics) are often abstract problems processed by teachers, without more or less conditions and appropriate conclusions. However, the process of solving practical problems is often not the case, and it is necessary to analyze the main contradictions and choose the solution strategies. Sometimes, using computers will get inaccurate results. The results obtained are not necessarily in line with the reality, and the problem-solving model and algorithm need to be further modified. At this stage, establishing the mathematical model of the problem is the real independent application of mathematical knowledge, which is the highest level and ultimate goal of our activities. Therefore, this process can best reflect the cultivation of innovative thinking and practical ability, implement open teaching, pay attention to students' subjectivity and cooperative research, and take the cultivation of practical innovation ability as the core. Through in-depth practice, experiment and research at a higher level in a certain field, we should pay attention to the practical value of research results while cultivating students' research ability and attitude, so as to lay a good foundation for the cultivation of higher-level research-oriented talents. Agree with 0| Comment 2012-2-1419:18 Enthusiastic users.
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