Survey And Analysis On The Interaction In High School Mathematics Class

According to"New Curriculum Standard for High School Mathematics Course", students'Maths learning should not be limited in knowledge receiving, memorizing, miming and drill practicing. In addition, the high school mathematics course should advocate such learning methods as autonomous exploring, self experiencing, cooperating and exchanging and self-learning by reading as well. The theme of the New Curriculum is to propose the idea that students and their capacities should be valued and respected, and students should be made the true master of the class. Therefore, the teaching methods which focus on class discussion, interaction and exchange should be regarded as the major ones under the New Curriculum Standard, among which, class interaction has been paid more and more attention to for its cultivation of students thought and other abilities.This paper makes a survey on the current status of interaction in the mathematics class of ordinary high schools in Tongzhou, a town-level city in Nantong, Jiangsu Province. The survey is carried out in the forms of questionnaire, interview and class-following. Besides, the author makes an analysis on the results of the survey from such aspects as the design of class interaction, the amount of knowledge the students have received, the factors of teachers, students and society as well as college entrance examination system. By doing so, the author better illustrates the challenges and obstacles in the process of proceeding class interaction in mathematics teaching and proposes the corresponding solutions.At the beginning of the paper, the author analyzes such influencing factors on class interaction as the students, the teachers and the class environment. Then, a great amount of research and analysis is made on the current status of mathematics class interaction in high schools. Through the interview with both teachers and students and the observation of mathematics class, the author describes and analyzes current status of interaction and finds out the existing problems. The main problems are as follows: 1) There is a lack of sense of class interaction; 2) A new teacher-students relationship should be considered and formed; 3) The efficiency of class interaction needs improving; 4) The basic conditions for implementing class interaction needs improving; 5) Organizing forms for class interaction needs reforming.Finally, in Chapter Five, the author provides some strategies for improving the efficiency of class interaction in high school mathematics course. Based on the analysis and rethinking of the current status of mathematics class interaction, the author proposes that the efficiency of class interaction can be improved from such seven aspects as problem situations, life experiences, students foundation, learning methods instruction, achievement motivation, students-teacher relations and learning models as well.