Abstract
Some of the most important features of the new round of mathematics education reform in China include the promotion of new teaching methods such as the use of situational settings, active exploration, collaborative learning and learning through practice. Yet in reality, it is obvious that the above are merely observed as formality. Focusing on the problems emerging through practice, this paper offers a theoretical analysis of pedagogical reform, which aims not to distinguish "good" and "bad" teaching based on the criteria of "new" and "old". A variety of teaching methods should be encouraged, and their merits and demerits should be studied thoroughly.
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