A Study On The Influence Of Silence And Thinking Participation In High School Students' Mathematics Classroom On Academic Performance

Teaching in large classes in China has given rise to a phenomenon of silence in the classroom.Especially in high school math class,the silence phenomenon is common.In view of the abstract and formal characteristics of mathematics,students' active thinking is needed in mathematics learning.In fact,the degree of students' silence in class and the degree of thinking participation have a certain impact on the efficiency of students' mathematics learning.But what about the real silence in high school math classrooms?What is the level of students' thinking participation? How do they affect math achievement?Such issues need to be further studied,which has become the entry point and research theme of this paper.By compiling a questionnaire for the mathematics classroom situation of high school students and an outline of interviews,a survey of students in two high schools in a prefecture-level city in Jiangsu Province was conducted to study the silence of high school students in mathematics classrooms,the participation of thinking in mathematics classrooms,and factors influencing high school students' silence in mathematics classrooms,and analyze the relationship between students' silence,thinking participation and mathematics academic performance,and then summarize the teaching strategies to deal with students' silence and promote thinking participation in high school mathematics classroom.The main conclusions of the study are as follows:(1)High school students' silence in mathematics class is at the middle and upper level of silence.There was a significant difference in the silence between the students of arts and science in mathematics class.There is a significant difference in the silence of mathematics class in different schools.There was no significant difference in the silence of mathematics class among high school students of different genders and grades.(2)High school students' thinking participation in mathematics class is at the middle level of thinking participation,the level of deep thinking participation is relatively low.There is a significant difference between arts and science students in thinking participation in mathematics classroom,and science students have higher thinking participation.Students of different grades have significant differences in their thinking participation in mathematics class.With the increase of grades,students' thinking participation level gradually increases.(3)Internal factors have a greater impact on students' silence in mathematics class,while external factors have a smaller impact.Among them,the language expression ability,the character and the thinking reaction speed have the high degree influence to the mathematics classroom silence.From the first grade to the third grade,the influence of family education on classroom silence gradually increases,and the influence of teachers' teaching style gradually decreases.(4)From the perspective of correlation,high school students' silence in mathematics class has a significant negative correlation with mathematical achievement,while thinking participation has a significant positive correlation with mathematical achievement.From the perspective of influence,the silence in mathematics class and thinking participation have significant effects on students' mathematical achievement,but the interaction between them has no significant effect on their mathematical achievement.(5)Qualitative analysis shows that most high school students think about math problems when they are silent.Silence in math class has both negative and positive effects on students' math learning.Classroom thinking participation is an important factor affecting mathematical achievement.Silent thinking participants can also achieve excellent mathematical achievement.(6)Based on the research and analysis,five teaching strategies are proposed to help teachers improve the efficiency of mathematics classroom teaching.