Research On The Effectiveness Of Reflective Teaching In High School Mathematics

Many researchers have carried on the reflective teaching thoroughly in many ways since the1980 s,when it came into China.While these researches mainly focused on the theoretical research,yet they are lacking in practice level research.So the purpose of this topic is to discuss the issue of reflective teaching in the field of concrete practice operation through Mathematical reflective teaching practice in Senior High School,combining the theory of reflective teaching,so as to provide strategies and basis for improving the reflective teaching.This thesis mainly studied the reflective teaching of Mathematical in senior school from four aspects:Firstly,through studying and analyzing some related literature and materials,about reflective teaching,previous studies mainly pay more attention to the teacher,thinking that reflective teaching is a comprehensive development of teachers' teaching,so that they neglect or even do not pay attention to the main role the student should play.The author thinks that reflective teaching should include two aspects: one is the "learning to teach" on the level of teachers,the other is the "learning to learn" on the students' level.These two aspects are linked so closely that neither can be omitted.But with the deepening of curriculum reform and the study of students' learning behavior,student's main body status is being highlighted much more than before,so this should be paid enough attention to.Secondly,in order to know the present situation of reflective teaching of Mathematical in senior school,a self-designed questionnaire was used to investigate among 128 Mathematical teachers from 10 high schools in Chongqing and 180 high school Students.the senior high school mathematical reflective teaching of Chongqing wanzhou district,kaizhou district,liangping district,and development zone,exist the following problems:(1)Teacher's perception of reflective teaching does not reach the designated position;(2)Some teachers lack active and reflective consciousness;(3)The lack of use of reflective teaching-related knowledge and strategies;(4)The way of reflection is relatively single;Student questionnaires and interview results show:(1)Most high school students already have a certain sense of reflection,but they have not taken practical actions in ordinary mathematics studies;(2)Students do not have a good habit of reflecting on mathematics learning.Thirdly,according to the survey status,the author puts forward the countermeasures to improve the effectiveness of reflective teaching in high school mathematics and construct a mathematical reflective teaching model,In combination with teaching practice,the application of specific teaching cases illustrates the importance of reflective teaching in high school mathematics,and provides detailed content for reflective teaching.Fourth,the author took advantage of educational internships to carry out comparative experimental research on operational teaching and reflective teaching.The results show that reflective teaching strategies are feasible and effective.Reflective teaching can improve the enthusiasm of students in learning mathematics;it can improve students' reflective awareness;and can effectively improve students' academic performance.