With the rapid development of information technology and the continuous improvement of school information technology environment, teachers of other disciplines should master relevant information technology theories and technologies as soon as possible through timely self-study and "guidance" of information technology teachers, so as to better change and innovate the original education and teaching mode and master new education and teaching theories. Seek and explore new teaching designs and carry out new teaching activities to provide a broader, more harmonious and more democratic teaching environment for students' innovative learning, active learning, comprehensive learning and collaborative learning. The integration of information technology with various disciplines should ultimately be carried out spontaneously by teachers in related disciplines or triggered by their internal motives, rather than relying solely on information technology teachers. Teachers in all disciplines should gradually learn some practical information technology skills according to their own subject knowledge and teaching experience, especially the knowledge of subject teaching method, and lead their own information technology integration practice with the knowledge of subject teaching method.
In the integration of information technology and teaching in various disciplines, only by profoundly grasping the teaching rules of various disciplines, especially the cognitive rules of students in various disciplines or comprehensive fields, can the application of information technology (or information technology integration) be truly deepened. At present, most information technology teachers' understanding of discipline teaching rules, especially students' understanding of cognitive rules in various disciplines or comprehensive fields, is obviously lower than that of teachers in related disciplines. In the understanding of education and teaching theory, information technology teachers may not be superior to teachers in other disciplines, but their advantages are only reflected in the technical operation and technical ability of some majors. Information technology teachers' academic qualifications are lower than those of teachers in other disciplines, and their literacy in education and teaching theory is slightly lower than that of teachers in other disciplines. Of course, information technology teachers should also pay attention to the advantages and strengths of teachers in other disciplines, especially the experience of teachers in other disciplines in classroom teaching design, teaching mode, classroom teaching practice and classroom teaching structure, so as to effectively integrate information technology teaching with network multimedia as its main feature and environment. Learning is mutual, communication and guidance are mutual, but the ultimate goal of teaching is the same, that is, to better develop the teaching guidance ability of teachers in various disciplines, to develop students in an all-round way, and to implement quality education and innovative education better and more effectively.
(1) Inquiry learning is the basic learning form that students should master, and students can develop themselves through continuous exploration and discovery. In traditional teaching, students' acceptance of knowledge is passive and negative, and their understanding of mathematical knowledge is not deep, so classroom teaching is boring. The purpose of carrying out inquiry learning is to cultivate students into active and active explorers who acquire knowledge. Through classroom teaching practice, students explore in middle school and learn in learning. Teaching, learning and exploration are an organic whole, direct experience and indirect experience communicate with each other, and knowledge theory and practice are unified.
(2) The application of inquiry learning mode also puts forward new requirements and challenges for teachers, requiring teachers to understand the inquiry form of general mathematics teaching, change the traditional teaching concept, carry out inquiry teaching in depth, create open teaching situations and create various inquiry questions, which is that the teaching classroom is no longer a centralized teacher. Through students' continuous exploration of problems, students' dominant position in classroom teaching is established, which makes students passive and easy to accept. Change the mechanical learning mode into active and exploratory discovery learning mode, so that students can experience the fun of learning mathematics, experience the process of mathematical inquiry learning and master the methods of mathematical inquiry.
(2) The evaluation of mathematics teaching content is the choice and application of teachers' teaching methods and means. Teaching method refers to the activities taken by teachers in the process of teaching activities to achieve teaching goals and tasks. Including how students learn through the guidance of teachers, how to unify the methods of "teaching" and "learning", so that students can fully display their own personality, apply what they have learned in real life, and comprehensively improve the construction of students' mathematical knowledge structure and the cultivation of good thinking methods.
Fourth, summary.
In the process of junior high school mathematics teaching, teachers help students learn how to acquire the basic knowledge of mathematics independently, let students actively participate in the process of mathematics learning, promote their independent development and cultivate their ability of independent practice through the creation of problem situations, the development of exploration and research, the cooperation and exchange of students' groups, the reflection and summary of teaching experience and the extracurricular extension of mathematics knowledge. The application of inquiry learning method in classroom teaching better embodies the value and significance of mathematics teaching.