Research On The Influence Of Excessive Teaching In High School Mathematics Classroom On Students’ Subjectivity

The educational concept of "students are the main body of learning" proposed by the new curriculum reform has become the consensus of experts,scholars and front-line teachers,and is also an important value support for the reform of mathematics curriculum.However,in the current mathematics classroom,teachers are basically the main body of teaching design,teaching implementation and teaching evaluation,and students are only passively accepted objects.Such excessive teaching affects the implementation of students’ subjectivity and restricts the development of students’ core literacy.At present,there are few studies on the influence of over-teaching on students’ subjectivity.Therefore,it is particularly important to understand the current situation of over-teaching and its impact on students’ subjectivity,and to study teaching strategies to prevent over-teaching and develop students’ subjectivity.For this reason,this paper analyzes the current situation of over-teaching and its influence on students’ subjectivity through the investigation and research on the over-teaching situation of high school mathematics classroom,the analysis of lesson cases,and the survey and interview of students’ recognition of over-teaching,so as to propose targeted teaching strategies.For the investigation and analysis of the over-teaching situation in high school mathematics classroom,firstly,through literature analysis,the connotation of over-teaching in high school mathematics classroom was clarified,and then a classroom observation scale was compiled to observe and analyze the recorded 22 normal mathematics lessons,and then put the A normal class is compared and analyzed with a high-quality class in the national education resources public service platform "one teacher,one excellent class",and the specific performance of the current over-teaching situation is obtained.In order to gain an in-depth understanding of the impact of over-teaching in high school mathematics classrooms on students’ subjectivity,a questionnaire survey and interviews were conducted with some high school students.Firstly,a student questionnaire is prepared according to the theoretical framework,secondly,some recorded classrooms are selected to conduct a questionnaire survey,and finally an interview outline is prepared to conduct interview research with a small number of high school students,and summarize the impact of excessive teaching on students’ subjectivity.,so as to propose targeted teaching strategies.The main conclusions of this study are as follows:(1)At present,in high school mathematics concept courses,students’ acquisition of important and difficult points is directly taught by teachers,which is basically over-teaching,and over-teaching affects the development of learning subjectivity in many ways.(2)Some high school mathematics concept courses have deficiencies in achieving the teaching objectives of the course,and lack of practical application of mathematics knowledge,which makes students think that high school mathematics knowledge is abstract and has little connection with the real world,which affects students’ solutions to practical problems.(3)Some high school mathematics concept courses lack the necessary connection between old and new knowledge,and the classroom teaching process is not natural and smooth,and there are jumps.Students will inevitably feel that the generation of new knowledge is a bit abrupt,and it is easy to confuse new and old knowledge,and it is difficult to use existing knowledge.Assimilate new knowledge and build its own knowledge system.(4)The teaching time of some high school mathematics concept courses is too short,and there are deficiencies in the classroom summary,which affects students’ understanding and mastery of the difficult points in the classroom and the degree of their deep impression.(5)The use of teaching methods,teaching methods and questioning methods by teachers in high school mathematics concept classes is limited.Students have little time for independent learning,and students’ activities are inhibited.Students are easily bored,which affects students’ independent exploration ability and mathematical communication.The development of ability affects the initiative of students.(6)High school mathematics teachers have high proficiency and speak fast,especially younger teachers,who are eager to put forward their own authoritative explanations,so that students lack the opportunity to show their thinking.(7)Teachers’ questioning language is mostly simple and closed questioning language,and students are mostly simple and closed answering,which hinders the development of students’ divergent thinking and affects the development of students’ creative thinking.(8)The high school mathematics teachers lack encouraging language in the teaching process and lack of response to the generated problems in the classroom,so that the classroom atmosphere is not democratic enough and the students’ self-awareness is weak.(9)Some high school mathematics teachers continue to explain for too long,which is easy to make students feel bad and lack strong attention.According to the research results,this study proposes the following teaching strategies:connect more with practical applications to gain students’ psychological identity;arrange teaching time reasonably to help students clear their doubts;connect more with old knowledge and summaries to promote students’ self-construction;increase re-creation activities to inspire students Self-exploration;increasing classroom expression opportunities to promote students’ in-depth communication;inspiring questions to ask questions to promote students’ in-depth thinking;strengthening the naturalness of the teaching process to make students understand smoothly.It is hoped that the above teaching strategies can effectively prevent excessive teaching and develop students’ subjectivity.