Autonomous inquiry learning is an important part of students' learning ability. It is a process of autonomous learning, and it is the builder of students' own inquiry knowledge in mathematics classroom. In the traditional teaching mode, the teacher is the main body, and students always passively follow the program designed by the teacher, without autonomy, while the teacher is the active organizer of independent inquiry teaching. Its task is to mobilize students' enthusiasm, urge them to explore knowledge and develop their abilities, and at the same time set exploration situations, establish exploration atmosphere, promote exploration, grasp the depth of exploration and evaluate the success or failure of exploration. In the actual mathematics teaching, many mathematics teachers did not create a good classroom atmosphere, did not choose teaching methods suitable for students, did not find the starting point for inspiration and exploration, and did not ask more difficult questions. In the traditional teaching mode, students always passively wait for knowledge, attach importance to knowledge memory and ignore problem thinking, get used to listening to teachers, get used to book knowledge and ignore the particularity of mathematics. Therefore, in junior high school mathematics teaching, it is particularly important to guide students to explore independently.
In view of the low level of some teachers in rural schools, our school is committed to the study of the basic framework of classroom teaching, aiming at improving teachers' professional development and giving teachers with low professional level rules to follow in classroom teaching, thus improving teaching efficiency, truly improving teaching quality and promoting students' development and teachers' growth. 20 1 1 April, our school established the research topic "Practical research on optimizing classroom teaching structure and cultivating students' independent development ability". So our group set up this sub-topic.
Second, the implementation process of the study
Preparation stage: 20 1 1, 4——20 1 1, 8. Set up a research group, fill in the project application form and formulate the project implementation plan.
Implementation stage: 20 1 1, 9-20 1 4,1. Within three years, the discipline will form a complete teaching model corresponding to different teaching contents, and one or two teaching models with different contents will be completed every year.
Summary stage: 20 14, 3——20 14, 7, collect and sort out materials and write a summary report.
Third, the main operating methods of experimental research
(A), determine the research objectives
(1), so that students can get the experience of personally participating in research and exploration.
(2) Cultivate students' ability to find, ask and solve problems.
(3) Cultivate students' ability of sharing and cooperation.
(4) Cultivate students' innovative spirit and independent inquiry ability.
(5) Optimize the classroom teaching structure and improve teachers' teaching level and educational and scientific research ability.
(6) Establish a new interactive relationship between teachers and students.
(B) to build a creative teaching model
In the process of project experiment, we explored a set of teaching mode suitable for cultivating students' autonomous development ability in mathematics classroom teaching in our school: situational introduction-exploring new knowledge-trying to apply-consolidating exercises-questioning and asking difficult questions-assigning homework, that is, setting doubts-arousing doubts-questioning-solving doubts. Guide the development of students' thinking, make students change from passive to active, from hard study to happy study, and from learning to learning.
1, create situations and introduce new lessons.
The creation of mathematics classroom situation is a mathematical teaching link in which mathematics problems provoke students' cognitive conflicts on teaching content, life situation and knowledge-seeking psychology, thus stimulating students' desire and interest in knowledge, observation, practice and operation, and starting to learn and explore. At this stage, teachers create different scenarios according to different teaching contents, and vividly display the charm of mathematics. In mathematics teaching, teachers combine specific mathematics teaching contents and use the inherent beauty of mathematics knowledge to create rich mathematics learning situations closely related to students' real life, so as to make students feel at home, improve students' enthusiasm for active participation, deepen their knowledge, and then cultivate students' good habits of learning mathematics independently and exploring and innovating. On this basis, teachers and students jointly determine the learning objectives. Students expect to achieve their goals, and actively explore and discover laws, trying to solve them with existing mathematical knowledge, experience and thinking methods. Teachers make full use of problem clues, organize students to carry out mathematics learning activities, and listen to students' guesses and opinions. For example, when teaching the lesson of parallelogram judgment, I set up such a situation when importing: a parallelogram glass was broken and two glasses of different sizes reached. Xiao Ming said it was convenient to take small pieces of glass to the glass shop, but Xiao Li said she should take large pieces of glass, not small pieces. Which of them is right? If it were you, which would you choose?
2. Independent and cooperative exploration to acquire new knowledge.
In the process of teaching, some questions are often set, and then students are given appropriate time to think and opportunities to ask questions, so that students have a strong desire to solve problems after being confused and encourage students to actively participate in mathematics teaching. At this time, under the active guidance of teachers, the teaching process is completed through students' independent inquiry and cooperative discussion, so as to acquire new knowledge and give full play to students' dominant position in learning. For example, when teaching the section "Expression of linear function", I did not explain it according to the textbook content, but first reviewed the knowledge of binary linear equation, so that students could observe the expression Y = KX+B. Q: What conditions must be known in order to find the values of K and B? What are these two sets of values on the function image actually? What do you need to know when you get an image of a function? In this way, students acquire new knowledge through step-by-step exploration under the guidance of teachers. In teaching, teachers boldly let go, encourage students to actively explore, truly return the classroom to students, let students participate wholeheartedly, and cultivate students' spirit of thinking, speaking, asking, doing and arguing. Stimulate their interest and desire for independent exploration.
3, the application of real cases, standardize the problem-solving steps.
After teachers and students cooperate to explore new knowledge, teachers give examples to illustrate the application of new knowledge in time, and give standardized problem-solving steps, so that students' logical thinking can be sorted out and the problem-solving process can be clarified.
4. Consolidate the exercises layer by layer and internalize the knowledge.
Exercise is an important part of mathematics classroom teaching. Flexible and diverse exercises can not only help students master knowledge and develop their abilities, but also serve as a bridge between knowledge and innovation. In classroom teaching, teachers should take the teaching materials as the basis, students' reality as the starting point, students' acceptability as the criterion, explore the multidirectional problems and the diversity of problem-solving strategies, design developmental, open and exploratory hierarchical classification exercises, and provide students at all levels with optional space, so that every student can participate, gain, experience and enjoy the joy of success, so that every student can become a success.
5. Ask questions and deepen new knowledge.
At the end of each class, teachers encourage students to ask questions boldly, put forward questions that they don't know about this class and questions that students think of, and share them with classmates, which not only helps students to thoroughly understand the new knowledge of this class, but also stimulates students' innovative thinking and problem-solving ability.
6. Create a democratic, safe and harmonious teaching psychological environment.
(1) to encourage students to participate.
(2) Respect students' way of thinking and ideas.
(3) Teachers should learn to listen, smile and encourage.
Fourth, the research results.
(1) The inquiry learning mode is constructed, which improves the efficiency of classroom teaching.
In the past three years, the research group insisted on pragmatic innovation, and under the guidance of the new curriculum concept, explored a set of teaching mode suitable for cultivating students' independent inquiry ability in junior high school mathematics classroom: situational introduction-exploring new knowledge-trying to apply-consolidating exercises-questioning and asking difficult questions-assigning homework, that is, setting doubts-inducing doubts-questioning-solving doubts. Specifically, it refers to a form of teaching activity that, inspired by teachers, based on students' autonomous learning and cooperative discussion, based on students' existing knowledge and life experience, and based on current textbooks, provides students with opportunities to freely express, question, explore and discuss problems, so that students can discover, ask, analyze and solve problems by themselves through various attempts to solve problems such as individuals, groups and groups. It enables students to learn and master scientific methods, and lays a foundation for students' lifelong learning and development.
(B) Through research, students' interest in learning mathematics has been improved.
In teaching, according to the characteristics of students, different requirements are put forward for different students' inquiry level. After three years of experiments and conscious training, students' enthusiasm, consciousness and initiative have been obviously improved, and students' interest in independent inquiry has become strong.