Research On Implementing Negotiated-thematic Teaching Mode In High School Mathematics

Negotiated teaching mode redefines the roles teachers and students play in classroom.It displays a principle of democracy,openness and development.Thematic teaching,as one of the main teaching methods of language teaching,not only matches the feature of the new ideas of curriculum reform and meets the needs of students’ development of core Competencies.Thematic teaching puts emphasis on the integration of curriculum knowledge,so that all factors of teaching could be deployed organically and reasonably to achieve the best combination of teaching forms,methods and contents.It highlights the dominant role of students and the leading role of teachers.Thus reaching the objective of improving the teaching efficiency.Negotiated-thematic teaching mode(NTTMM)is a new teaching approach integrating negotiation between teachers and students which creates the learning atmosphere into thematic teaching that consolidates the core structure of learning.We need theoretical support and guidance as well as solid practical exploration to answer the question whether NTTM in high school mathematic keeps up with the time and whether it meet the requirements of curriculum reform and the development of teachers and students.To answer these questions,the paper is going to research on three parts:(1)carrying out the observation and diagnosis of the normal classroom teaching of middle school mathematics;(2)focusing on how to carry out the meaningful thematic teaching activity;(3)building up scientific and reasonable NTTM design model for mathematics with wide applicability and strong operability.The part(1)is the premise and the part(2)is the core one.The part(3)is the achievement.The paper is divided into three parts and there are total six chapters.Part one(Chapter One and Chapter Two)is to sort out and analyze the theoretical research and practical application of NTTM in middle school mathematics based on literature review and classroom teaching observation.It present some data in terms of psychology,philosophy,pedagogy and Mathematics Pedagogy.The NTTM fulfils teaching objectives and specific requirements under the teaching theme expressed by a specific mathematical situation.And with the negotiated teaching mode running through,the students’ cognitive and non-cognitive development would be stimulated and met with the teaching objective and specific teaching requirement,so as to push the development of students’ mathematical thinking and habits and improve their thinking and emotion.It is a teaching mode with integration and openness.The mode embodies the content of negotiation,enlarges the theme being negotiated and operates throughout the whole negotiating process.It refines and deepens the core "problems" of the explorative teaching based on trouble-shooting.Meanwhile,it is interlinked with the idea of the project-based teaching:trying to build up a real situation that students could be immersed to reach the curriculum knowledge integration by doing projects.Based on this idea and theoretical basis,the study direction of the paper is determined.Part two(Chapter Three and Chapter Four)is to mainly expound the basic concepts of the NTTM in middle school mathematics,teaching design principles and basic teaching mode and framework on which there would be development of different types of design cases.The view of the NTTM thinks that the meaning construction of knowledge should be based on The subjective construction and the integration of knowledge.It advocates knowledge should be acquired in a negotiation way and as a whole.The view of NTTM holds the idea that students should conclude the theme from knowledge summarization and the learning of difficult problems.Besides,it insists on the continuity of automatic learning exploration.The NTTM puts emphasis on the cultivation of students’autonomy-cooperation quality and it determines to build up democratic and overall teaching blueprint with theme.The NTTM design obeys the principle of combining overall system and logic development,the principle of combining theme exploration and the analysis and assessment and the principle of combining situational experience and activity communication.The NTTM design centers around "consult,research and comment",using analysis of topic support conditions(including subject source analysis and pretest analysis),theme exploration analysis(including confirming the method of thematic study,implementing the activity of thematical activity and reflecting the gain and loss of thematic study),thematic achievement presentation(presenting the thinking of thematic study,study conclusion,difficulties and confusion),and thematic evaluation(evaluating the novelty and profundity of theme,logicality and validity of thematic exploration)as the basic procedure.The NTTM in middle school mathematics has clear teaching objective,teaching decision,participate in curriculum development and assessment of the negotiation courses.Based on it,the paper would have case development of the content of thematic exploration from four aspects:mathematical concepts,mathematical theorems,mathematical thinking methods and mathematical core competency.In Part Three(Chapter Five,Chapter Six and the conclusion),the paper tries to prove and verify the basic operation model of the NTTM in middle school mathematics through the comparison of teaching experiments.With the topic of "synthesis of analytic geometry",normal teaching activities are carried out in the teaching experiment under three different conditions(the original teaching form,thematic teaching form and negotiated-thematic teaching mode).Through the repeated discussion and correction of teaching cases,it builds up negotiated-thematic teaching paradigm,including situation generated by the theme,design of thematic target,thematic explorative design and evaluation of thematic achievement.Chapter Five is to investigate and analyze teachers’ teaching behaviors,concepts and students’ learning effects under the situation of negotiated-thematic teaching mode.The research shows that the frontline teachers agree with the design model and teaching mode,which they believe can improve the teaching understanding to some extent.But it is commonly thought that the difficulty of the implementation of the NTTM is how to control the negotiating level and the summarization of the theme.Students also highly agree with the teaching mode.They think that it has a high requirement for thinking level and it could cultivate and train their ability of creative thinking.The comparison between experiment and analysis show that,compared with the control class,there is a significant difference of 0.05 level in the key dimensions of students’ ability to study a certain kind of problems in the mathematics course designed according to the mode.It is implied that the NTTM is helpful for students to improve the active explorative level.In the conclusion part,it reflects on the main problems and weakness of the NTTM,and there is an expectation of the future development and directions of the NTTM middle school mathematics.In a word,thematic teaching inherits the basic concept of "dual-subject" with mutual cooperation and joint development.At the same time,it emphasizes the value of the integrative knowledge,focusing on problems through thematic discussion and pushing development through the mutual evaluation and negotiation in teaching.It is effective teaching mode to confront with the actual teaching situation of high school mathematics in our country,and it is also a winning point to keep enhancing the high school mathematics curriculum reform.