Quality Analysis On Middle School Mathematics Excellent Lessons

The quality of a lesson is essential to students’ academics and individual development.How to observe and assess a lesson and how to evaluate teachers’ teaching is crucial in school education.What is the standard for an excellent lesson has been debated for decades.The study of the characteristics of Chinese excellent lesson and how to help teachers take advantage from it is still worth discussing.Qualified lessons are the guarantees of implementing curriculum,enhancing teachers’ practical knowledge and improving students’ academical performance.This paper developed a scientific and systematic evaluation system and tried to apply it to investigate the characteristics of Chinese middle school excellent lessons.Chinese students have consistently outperformed their western counterparts in large-scale international studies in mathematics.Some researchers believe that the advantages of Chinese mathematics education is in classroom(Charlene,2017).Then the question raised up: what is the characteristics of Chinese excellent lessons? Given the question,we will think how to observe a mathematics lesson,how to assess a lesson’s quality and effectiveness and how increase teachers’ professional development based on clearly lesson’s understanding.Traditionally,China are more likely to use “traditional Chinese medicine” way to assess a lesson,lack of systematic instrument.The first question in this paper is “how to develop a framework to assess Chinese middle school mathematics lessons?” Reference analysis,video observation and Delphi method were applied to answer it.After handling the first question,we explored the traits of Chinese middle school mathematics excellent lessons.Specifically it includes two questions:What the characteristics of Chinese middle school mathematics excellent lessons under the framework dimensionality and holistically?What the similarities and differences between junior school and high school mathematics excellent lessons under the framework dimensionality and holistically? The framework we developed include six dimensions: mathematics content,cognitive demand,teaching organization,student participant,mathematics communication and instant responses.Each dimension is divided into three level.Lesson performance suits one level for each six dimensions.We found that,for the selected mathematics excellent lessons,the six dimensions average performance from high to low is teaching organization,student participant,mathematics communication,mathematics content,cognitive demand and instant responses.The results showed that well-organized teaching is Chinese excellent lessons main character;Chinese excellent lessons focus on students’ participant and mathematics communication;mathematics content and cognitive demand is not as well performed;Chinese excellent lessons are weak in class instant assessment.For the last question,the results indicated that,high school mathematics excellent lessons outperformed junior school in four dimensions: mathematics content,cognitive demand,mathematics communication and instant responses and were inferior to junior school in teaching organization and student participant.The possible hiding reasons of the results are discussed in a cultural context.Research innovations,insufficiency,limitations and suggestions for future study are also demonstrated in the paper.