Research On The Effectiveness Of Reviewing High School Mathematics Papers Under The New Curriculum Concep

The key to the new curriculum reform,which emphasises education for all students and promotes their all-round development,lies in promoting a change in teachers’ outlook on teaching.Teachers should adopt inspirational,participatory and collaborative teaching methods to develop students’ comprehensive quality skills.Nowadays,there are many examinations at the high school level,and examinations,as a common way of testing mathematics learning in high school,can test the effectiveness of students’ learning over a period of time,but due to the complexity of teachers’ teaching work and students’ heavy learning tasks,this has caused the phenomenon of teachers mechanically imparting knowledge and students passively learning in lecture and assessment classes,so under the requirements of the new curriculum concept,it is particularly important to change the traditional way of lecturing and assessing examination papers and improve the effectiveness of high school mathematics examination papers.The effectiveness of the assessment class is particularly important.This study is based on metacognitive theory,SOLO classification theory,zone of recent development theory,cooperative learning theory,learning transfer theory,and a review of research on effective teaching,new curriculum concepts,and mathematics paper lecture classes through a review of the relevant literature,which is based on the educational and teaching reform.Firstly,the status quo of the lecture-assessment class of high school mathematics papers was mainly studied by the literature analysis method and survey research method.Through the analysis of the questionnaire results of teachers and students,it was concluded that the following problems existed in the current situation of lecture and assessment lessons:(1)At the teacher level: the lecture and assessment time lacked timeliness;the lecture and assessment process lacked preparation and feedback;the content of the lecture and assessment lacked thoughtfulness;the lecture and assessment methods lacked diversity;and the evaluation method ignored process.(2)At the student level: passive learning,lack of initiative and self-confidence;single learning method,ignoring self-analysis;poor learning feedback.Secondly,based on the problems of mathematics paper assessment lessons,the validity characteristics of paper assessment lessons at both teacher and student levels were developed to provide a basis for the subsequent proposal of a teaching model for paper assessment lessons.Subsequently,the following teaching and learning models are proposed for senior secondary mathematics paper assessment lessons,based on the bilateral activities of teachers’ “teaching” and students’ “learning”:(1)The teacher’s “preparation-inspection-guidance-lecture –support” teaching model.(2)The “analyse-discuss-lecture-listen– think” learning model for students.Each step corresponds to the other to form an effective classroom for exam paper assessment.Third,in order to test the feasibility and effectiveness of the new teaching model,the proposed teaching process of the high school mathematics paper lecture and assessment class was applied to actual teaching,and two senior classes of a high school were selected for a comparative experimental study.Statistical analysis was used to quantitatively analyse the pre and post-test scores using IBM SPSS Statistics 27 statistical software.To further illustrate the effectiveness of the teaching model,students from the experimental classes were selected to conduct effect evaluation interviews after the completion of the post-test,and the results of the interviews were qualitatively analysed to show that the teaching model could improve the effectiveness of the high school mathematics paper lecture and assessment class.