The Effectiveness Of Extracurricular Mathematical Communication Between Teachers And Students In The First Grade Of A High School

The teacher is the guide of students’learning and thinking, mathematical communication between teachers and students so that students can deepen their understanding of mathematics, lifted mathematical puzzles, made up for lack of communication between students and students. The importance of mathematical communication is self-evident. By reading the information, found little research on extracurricular mathematical communication, but also a lack of systematic. Most of curricular and extracurricular mathematical communication is formality and inefficient. The First grade of a high school, which is very important stage for student, is an important bridge to connect students from middle school to high school, so "the effectiveness of extracurricular mathematical communication between teachers and students in the first grade of a high school" is selected as the subject of this article. And this article is divided into the following sections:In the first part, Introduced the background and significance of this topic and reviewed research status at home and abroad now, then got the subject of research purpose and content.Secondly, defined the concepts related to this article, then a brief introduction to the four theoretical basis of written text of this article:non-directive teaching theory, information processing theory, constructivist teaching theory and multiple intelligences theory.The third part is the investigation, interviews and analysis of the current situation. From class 3、4、5 and 6,in the first grade of the Affiliated High School of Wuhan University, which is science class, extracting 15 boys and 15 girls in small-scale survey, what included:Basic Information; Awareness, time, location, contents and methods of extracurricular mathematical communication between teachers and students; Reasons of like or dislike; Status and effect; And, finally, an open question. Interviews are divided into students and teachers and each class has four questions.Finally, The following problems after the questionnaire, interviews were summarized about extracurricular mathematical communication between teachers and students:The awareness in most of students is not strong enough; Teaching suggestionsreasons is an important factor affecting communication; The communication is not in time and short; After a detailed analysis, respectively, from the four theories, proposed to improve the teacher-student extracurricular mathematical communication from select the object、choose the content、seize the opportunity and expand the methods. And each strategy is detailed description from four part:theoretical Foundation, application of the theory, implementation of the principle, and specific implementation measures.