Study About The Influence Of Mathematics Guided Learning Plan On Students’ Participation In Activities In Class In Senior Grade One

With the overall advancement of the new curriculum reform, it is highly expected that every student participate in activities in class and that everyone has a harvest in class. However, in current senior high school mathematics classes, there are still many students lacking interest in learning and failing to acquire appropriate learning strategies, which result in ineffective participation in activities in mathematics learning. The capacity of mathematics teaching contents requires students’deep thinking and self-awareness. Some students fail to improve their mathematical ability after entering senior high school because they don’t adopt to the mathematics teaching in senior high school. Under the guidance of the theory--learning before teaching, teaching by learning, the guided learning plan teaching, a product of the new curriculum, demands that teachers should return the classes to students. The paper will study the influence of mathematics guided learning plan on students’ participation in activities in class in senior grade one by defining the concept, illustrating the concept,doing experimental studies on the concept and drawing a conclusion, and analyzing the conclusion of the survey research.Through the experimental study, I have learned that whichever levels students are,they basically are willing to use the guided learning plan. On the whole, the guided learning plan promote students’awareness of participation in activities, cognition and emotion in mathematics classes. But at the same, students have to spend more time on preparation for the class, which,as a result, bring students greater learning burden.In survey research, the papers investigates students’participation in activities in mathematics classes through their behaviors, cognition and emotion. It was found:Through the results of independent samples of T-test, the differences in participation in activities,cognition and emotions and the differences in sense of fun, success and anxiety between students who use the plan and students who don’t are obvious, but no difference in boredom. Through universal analysis of variance, there are significant differences in participation in activities,cognition and emotions among students of different levels from different schools, but no difference concerning to gender.Combining mathematics teaching practice in high school with the results of the comprehensive interviews and questionnaires, here are some mathematics teaching suggestions for further reference:(1) to make some efficient guided learning plan to lighten students’burden. (2) to cultivate and develop students’ high level skills of mathematics learning. (3) to pay more attention to team work and to create a democratic and harmonious environment. (4) to regard students’ participation in activities in class as the evaluation of the guided learning plan teaching of mathematics.