| The reform of the new mathematics curriculum emphasizes the dynamics of the classroom.Therefore,activities such as the use of dynamic courseware supported by information technology,guided interactive teaching,and autonomous learning inquiry are widely advocated in mathematics classroom teaching.However,in the specific dynamic mathematics classroom teaching practice,the rationality of classroom capacity is ignored,resulting in poor teaching results.Therefore,it is necessary to conduct theoretical research on the evaluation index system of classroom capacity,and construct a classroom capacity observation scale to intuitively perceive problems in the implementation of dynamic mathematics classrooms,so as to improve the dynamic design of teaching and become a research need.This study takes the rationality of mathematics classroom capacity as the overall goal of the evaluation system,and uses the four dimensions of the ARCS motivation model,namely attention,relevance,self-confidence,and satisfaction as criteria-level indicators,and combines literature opinions and expert interview recommendations to select nine strong independent indicators were used as measure-level indicators,and the data was organized using improved analytic hierarchy process.Finally,Yaahp software was used to analyze the data.The classroom capacity evaluation indicator system was established and the corresponding indicator weights were determined.The classroom capacity observations table were completed.In order to study the current situation of dynamic teaching classrooms in middle schools and explore corresponding improvement strategies,this study selects cases of dynamic mathematics classrooms in H middle schools for analysis,and uses the completed classroom capacity observation scale to conduct capacity evaluation and analysis.The main research conclusions are: In the case where students do not fully preview,the problem of setting a lesson and the excessive number of teaching activities will cause a formal phenomenon of dynamic teaching in the classroom.The teaching time is easily allocated unreasonably,and the actual teaching effect needs to be improved.Based on this,this paper proposes corresponding strategies to control classroom capacity,including the implementation of preview work,the selection of questions to create appropriate situations,and reasonable control of the teaching language,so as to promote the real implementation of the dynamic teaching concept of mathematics classroom.The main innovations of this research are as follows: First,in theory,the high degree of consistency between the ARCS motivation model proposed by Professor Keller and the current teaching concept of the new curriculum has been captured.Therefore,the four aspects of the motivation model are used as criterion-level indicators for the construction.The key steps of the mathematics classroom capacity evaluation index system are good to provide a reference basis for evaluating the mathematics classroom capacity.Secondly,in practice,carefully select and present the teaching cases of dynamic classrooms in middle schools,from resource generation,resource presentation,dynamic environment,etc.Demonstrate the dynamic mathematics classroom,and evaluate the capacity of the dynamic mathematics classroom.From the aspect of the rationality of the classroom capacity,so that we can propose strategies to improve dynamic teaching,and provide important reference significance for the practice of dynamic mathematics classroom. |
