Research On The Evaluation Criterion For Effectiveness Of High School Mathematics Classroom Teaching

Classroom teaching is the main way of the implementation of mathematics education and the effectiveness of classroom teaching determines the final teaching effect. The inefficient classroom teaching has not only disregarded the students’ development of comprehensive quality, but also has seriously hindered the curriculum reform. So far, the researches on effective mathematics classroom teaching have obtained some achievements, but there are also some problems to solve, such as the definition of effective mathematics classroom teaching, evaluation of the effectiveness, etc.This thesis mainly adopts literature, observation and investigation methods. It carries out the observation and analysis of the investigation from two aspects of teaching and learning, and preliminarily establishes the evaluation criteria for effectiveness of high school mathematics teaching, which are as follows:(1)The evaluation criteria for effectiveness of the teachers’ teaching:①Teaching process. Leading-in can stimulate the students’ learning enthusiasm and cognitive needs; The exploration or explanation of mathematical concepts, formula, and theorem proceeds step by step, in order that students can make clear the new knowledge and its essence, and let them experience mathematical thoughts and methods. Problems design is closely linked to the teaching aims, and has strong exploratory, open and hierarchical quality and realistic significance. Teachers choose the right time to ask questions, and guide students to think about the solution after questions. After the explanation of the examples or exercises, the teachers will extract the method of operation and procedure for students or let them do it by themselves, and ask them to do proper amount of variant practice. Teachers first guide students to summarize from knowledge, idea, method as well as emotional and cognitive aspects, etc, then do some supplements and conduct the process assessment timely to get feedback information, and then adjust teaching process or difficulty, and solve purposefully the students’ confusion.②Teaching contents:Reorganize the content of textbooks order adjustment, addition or deletion, etc according to the students’ cognitive characteristics, and try to relate the contents to students’ experience of life and the actual problems. Examples should have typicality, demonstration, specificity, inspiration, flexibility and ordering, can help students solve the fallible problems, confusable problems, etc. Teaching capacity is moderate for the teaching goal, neither too hard nor too easy, and will be adjusted immediately according to the situation of students’acceptation, closely linked to the teaching objectives, highlighting key points, breaking through the difficulty, and including the key points.③Taching methods:Teachers skillfully grasp the characteristics of all kinds of teaching methods, and choose appropriate teaching methods according to the teaching content, students’ cognition and emotion, teaching resources, etc. Teachers apply the heuristic teaching ideas as a guide, achieve optimized combination and comprehensive utilization of teaching methods, and pay full attention to students’ participation. If students’ participation degree in aspects of behavior, cognition, emotion is high, their mathematical thinking can be trained, methods of mathematical thinking can be consolidated and creative thinking to can be develop.④Teaching effects:Most of the students understand the concepts and theory deeply, and they can utilize accurately profound mathematics elementary knowledge and basic skills, and master a good migration and connecting of knowledge. Students develop their mathematical thinking ability and mathematical modeling of inquiry, the exchange, and the practice application ability in the process of teaching, Mathematical thinking ability includes observation, analysis, guess and induction, abstract, etc. The students’ mathematical emotions are stimulated (including interest in learning mathematics, the will, the meaning, the understanding about the mathematic rigor and certainty, etc), promoting students to set up correct values and rigorous academic attitude and form good habits of thinking.⑤Teaching resources: The teacher choose the appropriate information technologies according to the teaching contents’ characteristics and characteristics of students’ cognition, and skillfully use them at the proper teaching steps. Information technology and traditional teaching method are combined naturally, sharing their own advantages, and having an organic combination with the teaching content; the students’ information literacy, the use of information technology for exploring independently, and the ability to solve problems are all improved, and by better revealing the occurrence of mathematical knowledge, its development process and its essence, teachers can make it easier for students to understand mathematical knowledge.(2)The evaluation criterion for effectiveness of the students’ study:①Students’ participation: Most of the students’ enthusiasm is high in the study including listening, speaking, reading and writing. Students’ self-control is strong and learning spirit is good, their attention focuses last long, and they have moderate tension and joy. Students’ thinking and problem solving ability are quick and correct, and they can ask meaningful questions or make personal opinions according to the specific cases, and have a strong desire to solve the problem.②Learning style:Learning style can fit with teaching content, students’ cognition characteristics and teaching objectives, and give priority to meaningful accepting study which is supplemented by independent exploration, cooperation and exchange, self-study by reading and practice, etc. The total time of students’ learning, thinking, discussion and practice is not less than40%. Information exchange among the teachers, the students and the media is adequate. Students’ interest in study and their passion in learning are motivated, the mathematical thinking ability is developed, and the students’ problem consciousness and the question ability are trained.Due to limit of a variety of factors, there are still some shortcomings in the study, such as teacher sample size is small, the author does not confirm the index weight, etc. All of the shortcomings are expected to be further studied and researched in the future.