Research On The Application Of "three Three Five" Efficient Classroom Model In High School Mathematics Teachin

High School Mathematics Curriculum Standard(2020 edition)points out that guided by the development of students’ mathematical discipline literacy,high school mathematics teaching creates appropriate teaching situations,inspires students to think,and guides students to grasp the essence of mathematical content.It encourages various learning methods,including independent thinking,autonomous learning and cooperative communication,which stimulates students’ interest in learning mathematics,helps to develop good learning habits,and promotes students’ practical ability and innovation consciousness.It pays attention to the deep integration of information technology and mathematics curriculum to improve teaching effectiveness while constantly guiding students to understand the scientific value,application value,cultural value and aesthetic value of mathematics.Huairen No.1 Middle School in Shanxi Province has adopted "Three-three-five " Efficient Classroom model in teaching.The first "Three" means three stages of target teaching including presentation,completion and test;the second "three" means three elements of guided learning plan including reading guidance,thinking guidance and practice guidance;"five" means five experiences of learning behavior which includes self observation,self thinking,self operation,self expression and self summary.The experience belongs to the students;it can neither be taught nor transplanted.The most essential one of this model is to change teaching into learning.The role of teachers is to organize,guide,instruct,evaluate and demonstrate.Students learn independently,cooperatively and through demonstration.This paper adopts such methodologies as document-reference,questionnaire,experimental research and so on.With an eye to "Three-three-five " Efficient Classroom model adopted in the Huairen No.1 Middle School in Shanxi Province,this paper explores the application and practical effects of this model in practical teaching of mathematics in high school combined with the subject characteristics.Through practical research,this paper summarizes and improves the success and shortcomings of mathematics teaching in high school under this model,and makes the necessary theoretical basis for the promotion and development of that.This thesis consists of seven parts,which are as follows.The first part is the introduction,combined with the development trend of effective classroom and current status of the reform of classroom model,it puts forward the background and the main contents need to be studied of this thesis.Based on the above research background,this paper discusses the purpose,significance,methods and thoughts of the research on the basis of "Three-three-five " Efficient Classroom model adopted in the Huairen No.1 Middle School.The second part is literature review of efficient classroom research at home and abroad.Combined with the proposal and development of efficient classroom in foreign countries,this paper discusses the domestic research status of efficient classroom and effective teaching.Research on efficient classroom in China is relatively late,and the theoretical research has emerged in endlessly.However,there are relatively few schools that have successfully applied the efficient classroom model in daily teaching and are also inadequate.The third part is the brief introduction of the "Three-three-five " Efficient Classroom model and also an overview of the application of "Three-three-five " Efficient Classroom model in high school mathematics teaching practice.This part describes the current situation of education in northern Shanxi,and introduces the development background and achievements of this model.Then it also introduces the theoretical basis of "Three-three-five" Efficient Classroom model: Pyramid Approach to Education,and the basic meaning of "Three","three" and "five".The fourth part analyses the application of the "Three-three-five " Efficient Classroom model in high school mathematics teaching.Firstly,it discusses the definition and organization construction of learning subject under this model.The necessary conditions like students’ seats arrangement and group cooperation under this model are also included.Then,it introduces the construction and practical operation of the pre-class preparation links such as guided learning plans making,self-study before class construction and so on.Lastly,the paper proposes the significance of basic processes and main links,such as in-class objectives presentation,problem focus,group cooperative learning,display of learning results,question and answer,in-class test,class summary and so on.The fifth part is about the practice investigation and improvement of the "Three-three-five " Efficient Classroom model in high school mathematics teaching.This part mainly has two aspects.On the one hand,it investigates the current situation of high school mathematics classroom teaching in Shuozhou City,Shanxi Province;and understands the learning status of students there,the implementation of efficient classroom and also their views about that.On the other hand,through the practice investigation of class 735 and class737 which are two parallel classes,knowing about students’ understanding and thoughts of the "Three-three-five " Efficient Classroom model by adopting questionnaire method,it gives some conclusions.That is,due to most aspects like learning initiative,learning enthusiasm,learning habits,exploring ability,learning pleasure and so on,students in class 737 was clearly better than those in class 735.The sixth part is the experimental effect of the "Three-three-five " Efficient Classroom model in high school mathematics teaching.On the one hand,in order to study the effectiveness of the classroom model reform in Huairen No.1 Middle School,the author took three representative students in experimental class 737 as an example,and then to find out whether "Three-three-five " Efficient Classroom model is effective on the comprehensive ability of students at different levels(including learning attitude,learning ability,learning enthusiasm,learning performance,etc.)in high school mathematics teaching.On the other hand,conducting traditional classroom model in class 735 while conducting "Three-three-five" Efficient Classroom model in class 737 helps to verify the effectiveness of latter one.The practice research lasts during the period of three exams,including the first monthly exam,the mid-term exam and the final exam.Excel and spss22.0 statistical software were used to analyze the variance and independent sample T-test of the three test scores,and the significance level was p<0.05.The results showed that the score of Class 735 was slightly higher than that of class 737 after the first monthly exam.By the middle of the semester,the math scores of the two classes were about even after the mid-term exam.After the final exam,the math scores of class 737 were higher than those of class 735,and the significant difference in the final exam was higher than that in the mid-term exam.It can be seen that as students adapt to the new classroom model,the "Three-three-five " Efficient Classroom model is more conducive to improving students’ math scores.The last part draws a conclusion through the practical investigation of the fifth and sixth part: "Three-three-five " Efficient Classroom model is more viable than the traditional classroom model in mathematics class."Three-three-five " Efficient Classroom model can not only improve students’ performance,but also improve students’ comprehensive quality.On this basis,giving more teaching advice and research value under the "Three-three-five" Efficient Classroom model will further improve and promote that with reference value.At the same time,this part also points out the shortcomings in the experimental investigation,and has aspirations and prospects for continuing to do classroom model research.