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A Study of Establishing Inquiring Class Variant Teaching Sequence

Author: LiuWenJun
Tutor: ZhaoDaZuo
School: Capital Normal University
Course: Subject Teaching
Keywords: Variant teaching Inquiry teaching Classroom sequence Problem situations Classroom example
CLC: G633.6
Type: Master's thesis
Year: 2007
Downloads: 583
Quote: 3
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Variant teaching for a long time, consciously or unconsciously, the frequent use of the majority of teachers, its empirical practice, effective teaching and learning of Chinese experience, can also be considered a variant teaching summarizes the main characteristics of mathematics teaching, but also the root causes of our students compared to Western countries, the students have a good foundation of knowledge and basic skills skilled. By rich past their own teaching practice, Mathematics Teaching mathematical inquiry teaching system This theoretical and practical experiences. The discovered variant teaching under the guidance of traditional mathematics teaching many of the experiences and practices of both an advantage and disadvantage lies in teachers appropriate to grasp the \suitable potential distance of Mathematics Teaching and inquiry teaching: Focus on teachers: the Variant teaching and inquiry teaching awareness and action; concern Variant: development and Mathematics Teaching practical wisdom; concerned to explore: the laying of appropriate potential distance; concerned about the experience: build appropriate learning space. Identified two main research questions: First, Bazhou mathematics teacher understanding of the Variant teaching and inquiry teaching action; second, the creation of the inquiry classroom Variant teaching sequence to reflect the above ideas. To this end, the author of a middle school math teacher questionnaires and interviews. Select the creation of problem situations in the classroom teaching and classroom example \research tools (instrumental): participatory classroom lesson observation, classroom, teacher and student interviews, post-test in Bazhou Teachers Fuzhong cooperation model of action research. Obtained following meaningful results. (A) variant teaching awareness and action of mathematics teachers, teachers are more likely to look Variant teaching from teaching methods and teaching ideas. The Variant exercises its forms, and thus the teachers are the most concerned about the problem-solving method variant, the pursuit of the diversity of the problem-solving approach. 2, the majority of teachers are often from multiple angles introduction and understanding of mathematical knowledge, most teachers pay more attention to the variant in the teaching role. 3, the majority of teachers believe that the use of variants of the students understand the need to practice before class consciously designed. On the creation of a learning space, outstanding teachers more the creation of the appropriate dimensions of variation. (B) awareness and action inquiry teaching of mathematics teachers, most teachers tend to inquiry learning mathematical understanding to practical activities based research study or mathematical problem solving inquiry, few teachers can textbook and classroom teaching specific links to get to know the inquiry teaching. 2, the majority of teachers ideological emphasis on inquiry teaching, action often subject knowledge, classroom efficiency and student achievement factors. Teachers' self-efficacy and expectations of the inquiry results are closely related to his classroom practice. 3, teachers conscious materials on provisions exploratory activities. On the mathematical inquiry lesson is how to design, many teachers find it difficult and confusing. Ask questions in class is the primary means for teachers to guide students to explore. (C) the creation of the the the inquiry \problem situations, situational variant sequence is appropriate sub-scenarios \Is mainly reflected in the following aspects: 1, the level and orderliness. The Research Lesson scenario is divided into three levels: daily life situations, semi-mathematical contexts, mathematical scenario, a scenario can become another scenario foreshadowing these situations serialized together constitute the level situational variant sequence to help students form awareness, situational intentions the guidelines different students at different levels of exploration activities and teachers timely taught teaching objectives are achieved. 2, the scenario of divergence. Rich context to help students to multiple perspectives recognize the problem, so that the students in the different understanding of perspective, to find ways and means to solve the problem of multiple. (D) The creation of the inquiry \Multiple dimensions, multiple values ??\the effect of teaching. 2, an example of the characteristics of the variant. Studies classroom example showing the name, form, function, and presents an intuitive way, Method and Learning change. Characterized as follows: First, rationality. The sample contains reasonable variant; variability. The sample contains as much as possible not repeat variant; Third, the similarity. Before and after example with similar physical characteristics and internal structure. Fourth, progressive. Variation gradual increase in the number of the variation content from simple to complex, from the concrete to the abstract.

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