An Analysis Of The Reasons For The High Efficiency Of Counseling In Senior High School Mathematics Teachers And The Countermeasures

Coaching after class, implemented in attending schools, supervised by oursupervision of teachers and relatived to class teaching, is a kind of auxiliary way toteaching. In the stage of high school, coaching after class, little by little, is becoming anecessary auxiliary way to teaching. For the three reasons: firstly, either a key highschool or a regular high school and either a key class or a regular class, learning gapexists inevitable. In order to make the top students more excellent and let poorstudents catch up with others, coaching after class should be promoted. Secondly,facing too much schoolwork burden, high school students hardly have a firm grasp ofthe fundamentals with limited time. Thirdly, as a result of the class time plannedrigorous, teachers hardly spend too much time on those problems explained but not beabsorbed. It is not only one of the measures in solving unity of teaching anddifferences in personality, but also a way of understanding of the students andchecking the teaching effect. As a result, coaching after class should be regarded asthe extension of classroom teaching and, an important part of the teaching ofmathematics.In fact, coaching after class is inefficient. It seems difficult in improving personalperformances in short-term and the overall level of the class. According toinvestigating students from Huantai No.1High School、Huantai No.2High Schooland Yuyang High School by means of questionnaire survey method and interviewingmethod, we sum up that several reasons: coaching after class can be finished face toface; evening classes with poor gelling property; not let the students express theirviews first; without concrete requests when finishing coaching; do less in helpingstudents master the subjects; not examining the effect of coaching; the form ofchecking the coaching is single; explain too much concrete on each problem; onlyfocus on surface phenomena do not take into account the deep-seated reasons;teachers pay little attention to the training of variables; teachers hardly do thesupplement on the weak link of students of the corresponding knowledge and so on.As a result, there are some related suggestion putted forward according to theteaching difficulties: teachers should turn “one to many” into “many to many”;teachers should coach face to face and on network replacing face to face;teachersshould improve the utilization of evening classes by specific tasks; terchers should let the students express their views first; teachers should give students concrete requestswhen finishing coaching; teachers should do much in helping students master thesubjects; terchers should exam the effect of coaching in time; teachers should takeseveral forms of checking the coaching; teachers should pay attention to every detailsand maximuming their value; teachers should help the students optimize learninghabits, learning capability and so on.