Investigation And Research On The Present Situation Of Mathematics Classroom Teaching In High School Based On TRU

The formation of students ’ core literacy is one of the goals of the school curriculum and can also help achieve other goals.The teaching of core literacy should focus more on the growth of students’ cognitive capacity,and in-depth teaching in mathematics classroom will assist in attaining this aim.Due to the interference of various factors in the normalized classroom teaching,there will inevitably be problems.Every teacher should contemplate the challenge of refining their teaching approach to maximize classroom efficiency,foster a profound learning atmosphere,and foster the growth of their own professional aptitude.It is particularly important to objectively and accurately evaluate whether classroom teaching conforms to in-depth teaching.Based on these,this paper studies the teaching comparison between normalized lessons and demonstration lessons from the perspective of in-depth teaching.Exploring the characteristics and differences in classroom teaching performance between class normalization courses and demonstration courses,this research seeks to construct a suitable evaluation model for the existing classroom teaching,taking into account both the in-depth teaching theory and the reality of high school mathematics classroom teaching in China.And how to improve the high school mathematics teaching?To begin,assemble and evaluate the pertinent literature on mathematics classroom teaching evaluation research’,summarize the various outlooks of research and assessment of mathematics classroom teaching both domestically and internationally,and compare and assess multiple representative classroom teaching evaluation instruments.This study has chosen the TRU mathematics classroom evaluation model as its fundamental structure,and the original five dimensions and three levels division technique is still employed,such as’Mathematics’,’Cognitive Demand’,’Access to Mathematical Content’,’Agency,Authority,and Identity’ and ’Assessment’.The model’s corresponding observation points of each dimension level are determined by examining the research on in-depth teaching’ both domestically and abroad,as well as the actual state of mathematics classroom teaching in high schools.Secondly,the 24 normalized courses and 8 demonstration courses from the " 11th High School Young Mathematics Teachers ’ Lesson Demonstration Activity in 2022 " were observed and quantitatively compared and analyzed.The normalized courses included 4 experimental classes.Summarize the characteristics and differences of normalized courses and demonstration courses in different dimensions.The research results show that high school mathematics classroom teaching performs well in ’Mathematics’ and has little difference in different types of classes and the scores of the demonstration class in the other four dimensions are significantly better than those of the normalized classroom teaching.The disparity between the regular class and the trial class is minuscule,yet the contrast between the normalized teaching and the demonstration teaching is considerable.Finally,four recommendations for high school mathematics classroom teaching,in light of the research results and the need for in-depth teaching,are proposed:Pay attention to lesson preparation,reasonable design of teaching content;change the teaching mode,improve classroom efficiency;paying heed to students’ variety and emphasizing personalized instruction;enrich teaching activities and put students in the main position.