Based on the spirit of the curriculum reform of basic education, this topic takes the new high school mathematics textbook (experimental revised edition) as the material, and takes the puzzles and problems encountered by students in practical learning as the starting point, trying to explore the deductive process of high school mathematics knowledge structure and the operation law of multi-layer and multi-transfer, simulating and understanding the ups and downs that students may encounter in their study, so that practice and research can alternate and penetrate each other in the teaching process, thus initially constructing the "five-guide" teaching. In this way, under the background of teacher's role change and people-oriented, students can improve their mathematics literacy consciously, independently, quickly and effectively.

Keywords: Five Guidance and Five Learning to Improve Mathematics Literacy

First, the research background

At the time when our province has fully implemented the new mathematics syllabus for ordinary senior high schools and used new textbooks, we put forward and initially implemented the research work of this topic. The new mathematics textbook for senior high school has distinctive foundation, times, practicality and readability, which provides a guiding and scientific basis for comprehensively improving students' quality, especially cultivating innovative consciousness and comprehensive practical ability, and embodies the modern educational thought of laying a foundation for students' lifelong development and providing opportunities for everyone's development. We have made some explorations in the research of mathematics teaching in ordinary senior high schools and made some achievements in improving the quality of mathematics teaching.

Therefore, on the basis of carefully studying and studying the research results of "trying teaching method", "self-study counseling method" and "problem-solving teaching method", combined with the characteristics of high school students' cognitive level and thinking ability, and taking into account the factors such as creating scenarios, letting research-based learning enter the classroom and truly changing students' learning methods, we carried out the subject practice and exploration of "high school mathematics self-study research".

We put the breakthrough of research on mathematics classroom teaching, focusing on the teaching of new textbooks. 200 1 1 February, we concentrated our practice in Grade One (now Grade Two) of our school, and Grade Two and Grade Three (using old textbooks) also conducted local practical research according to the characteristics of textbooks, students and teachers.

Second, the content and objectives of the study.

School "autonomous learning" refers to the learning activities in which students actively participate, independently construct and creatively acquire knowledge, and develop innovative consciousness and comprehensive practical ability under the scientific guidance of teachers. Teachers' scientific guidance is the premise and guidance, and students are the masters and subjects of learning; Students' active and creative learning is the center of education and teaching activities, and realizing independent development is the purpose of education and teaching activities.

The research objectives of "Research on Self-regulated Learning of Mathematics in Senior High School" are:

1. Construct autonomous learning teaching mode;

2. Improve students' enthusiasm and initiative in learning mathematics, change learning methods, learn the basic methods of learning mathematics, promote the formation of students' mathematical literacy, and develop and improve students' intelligence and ability.

Third, the research process.

This topic, as the annual planning topic of educational science in Zhejiang Province in 2002, has been practiced in our school for one year. In fact, Comrade Wang led the math teachers of Grade Two in Si 'an Middle School in Changxing, Zhejiang Province to carry out the preliminary practice of this subject from 200 1 65438+ year 10 to June. Through the preliminary practice of one semester, students' mathematics learning ability has been generally improved, their mathematics literacy has been obviously improved, the way of teaching and learning has changed greatly, and their mathematics scores have also made great progress. Therefore, this project actually lasted for one and a half years. When it was implemented in Changxing No.1 Middle School, there was already a framework of rational thinking and practical experience. In concrete practice, we should adhere to the principle of learning while thinking and adjusting, constantly solve practical problems, and actively carry out practical research on this topic around the overall teaching ideas of "learning-practicing-speaking-practicing" and "learning through problem solving".

The principles of research should reflect:

(1) the integrity of teaching structure: the scientific combination of students' learning and teachers' guidance; Scientifically combine students' intellectual development, personality publicity and mastery of basic knowledge and skills; Scientific combination of discovery, exploration, attempt, practice, book learning and teacher teaching.

(2) Development of learning objectives: Learning objectives are the starting point and destination of learning activities. We try our best to internalize the teaching objectives into students' learning objectives and let students think for themselves: "What do I think I should learn" and "What do I want to learn". With the improvement of students' cognitive level and learning ability, the teaching goal will develop to a higher level.

(3) Autonomy of learning style: The main goal of teaching is "It is better to teach people to fish than to teach them to fish" and give students a method of lifelong learning. By changing students' learning style, students can develop conscious, active and creative learning habits and realize the autonomy of learning style.

The default mode of classroom teaching is: learn first, then talk, then practice, that is, learn-talk-practice. 2. 200165438+February 2002-165438+ 10, implementation stage. The person in charge of the project will hold seminars regularly, coordinate relevant work, carry out lectures and evaluation activities in a planned way, analyze and summarize the implementation of the project stage in time, study and solve the problems exposed in the implementation process at any time, revise the teaching methods, adjust the teaching mode, and collect and sort out the research data and stage results of the project in time. 3.65438. In February 2002, the evaluation stage was summarized. Comprehensively sort out the research materials and achievements of the project, hold student symposiums and questionnaires, hold meetings of all members of the research group, write the project report, and invite competent departments and experts to conduct appraisal.

Fourth, research measures

Learning to learn is the primary ability of talents in 2 1 century. Learning to learn is to form the ability of autonomous learning, so that you can not only update your original knowledge, absorb new knowledge, but also have the ability to synthesize knowledge from various disciplines. In senior high school, students' awareness of autonomous learning and self-consciousness is gradually enhanced, personal values are gradually formed, and their desire for achievement is gradually strong. Therefore, it is a critical period for students to master learning methods, cultivate self-study ability and consolidate the knowledge and ability foundation of "lifelong learning".

Under the scientific guidance of teachers, autonomous learning in senior high school mathematics promotes the formation of mathematics literacy, makes students happy to learn, be happy to learn, learn well and learn skillfully, and promotes the healthy development of students' personality. While inheriting the tradition, we have challenged the traditional teaching. In the whole discipline practice, we have been carrying out "teaching research", "learning research" and "teaching model research".

(A) the study of "teaching"

It is not easy to have a good math class in senior high school. Starting from arousing students' enthusiasm and initiative, according to the reality of the teaching object and the characteristics of mathematics subject, we strive to make the new class lively and interesting, reveal the concepts deeply, explain the examples in various ways, regularize the analysis ideas, organize the teaching rules, diversify the practice forms, stratify the difficulty of topic selection, make the teaching methods flexible and make the teaching skills artistic. In the practice of this topic, our teacher's role is the "director" and "guide" of students' autonomous learning.

(B) the study of "learning"

Teachers' "teaching" can only play a role through students' "learning". Only when students study actively and vividly can our teaching be changed from passive to active, and the research on autonomous learning of mathematics in senior high school can achieve the goal of "changing students' learning methods". The focus of our study on "learning" is how to cultivate students' autonomous learning ability. The cultivation and formation of autonomous learning ability involves many factors such as students themselves and the subjective and objective aspects of providing learning conditions for students. We focused on the following practical research: 1. Give students a special course on autonomous learning of mathematics in senior high school. 2. Guide students to learn by themselves and cultivate their autonomous learning ability. 3. Change the way students learn. 4. Give play to the exemplary role of teaching method in learning law. (3) The teaching mode and its operation aim at improving students' autonomous learning ability and improving the teaching quality of mathematics education without increasing students' burden. We pay attention to improving the efficiency of class hours, taking into account the acceptability of high school students' learning mathematics and the operability of teaching. On the basis of the preset classroom teaching mode, after repeated research and practice, we have determined the general teaching mode of "autonomous learning of mathematics in senior high school". The teaching process is divided into five parts: learning guidance → basic training → improving training → consolidating and expanding training → summing up experience. Teachers are required to actively, actively and creatively operate and carry out the teaching process in accordance with the requirements of "five guides" and "five studies" in practice. The teaching process begins with "learning guidance", which guides students to preview new knowledge and recall old knowledge in a targeted manner; Emphasize students' subjectivity and teachers' dominance in the whole process, give students space and time, actively think and consciously train around new knowledge and specific problems, and master new knowledge and learning methods in training; The teaching goal is gradual, which fully embodies the idea of cultivating students' learning ability and improving mathematics literacy.

In order to let students know the content and requirements of learning before class, guide preview, in-class learning and after-class review, and inform students in advance in the form of public teaching plans (outlines).

Section 1: Learning Guidance Section 2: Basic Training Section 3: Improving Training Section 4: Consolidating and Expanding Training Section 5: Summarizing and Inducing Experience V. Research Achievements and Enlightenment (I) Construction of Teaching Mode of Self-regulated Learning in Senior High School Mathematics According to the requirements of modern education, this topic has studied from two aspects of "teaching" and "learning" and constructed "five guides" and "five guides" The teaching mode of this topic is highly operable, easy for teachers and students to understand and master, and conducive to the operation and implementation in teaching. During the implementation of this project in our school, its convenience and practicability have been generally recognized. (b) The mathematics literacy of senior high school students has been improved 1, and their learning initiative has been improved. The research of this topic creates an environment for improving students' autonomous learning ability. Focusing on the preset goals, teaching activities are carried out step by step from easy to difficult, so that students can experience the process and success continuously, which greatly stimulates students' interest in learning mathematics and obviously improves students' enthusiasm and initiative in learning (see statistics of questionnaire materials).

Problems worthy of further study on intransitive verbs.

The research on autonomous learning of mathematics in senior high schools has achieved fruitful results. However, reflecting on the whole process, we have no good way to better help students with weak knowledge base improve their learning ability and academic performance. The foundation of senior high school students is the accumulation of nine years or more. For some senior high school students with weak foundation, it is much more difficult to ask them to study independently than the teacher teaches them by hand. We have made efforts, but the effect is not obvious, and we need to study it again.

We believe that with the in-depth study of the subject, students' autonomous learning ability will be better and better, teachers' comprehensive quality will be better and better, and the quality of high school mathematics teaching will be higher and higher. We advocate "people-oriented, quality-oriented, research-oriented schools" to train students to benefit for life and teachers to become researchers.