| High-efficiency teaching is not a totally new thesis. Many experts and scholars havemade deep research into generic teaching efficiency and have acquired some cognitionabout it. Many valuable scientific research fruit has come forth both at home and abroad.However, we seldom see research on high-efficiency teaching about senior high schoolmathematics. The present research can't satisfy the mathematics teaching practice.The methods used in the research are as follows: literature review, questionnaireinquire method and qualitative research. Through literature review, I acquaint myself withthe research actuality of effective teaching and high-efficiency teaching. Based on this andcombining with the characteristics of the subject of mathematics, I construct theoreticmodel or frame of high-efficiency teaching according to the actual circumstance ofmathematics classroom teaching in our country. A good teacher must be an ace ofclassroom teaching and a good teaching method must be a good classroom teachingmethod. Through the practice of three superfine mathematics teachers of senior highschools, I testify and enrich the model. Finally, I have abstracted several operablehigh-efficiency teaching behaviors attaching importance to teaching consciousness, whichare expected to provide guidance to teacher educators and generic teachers to grow up toexcellent teachers.The main conclusion of the thesis is: The high-efficiency mathematics teachingsystem of senior high school consists of four subsystems, learning instruction, teachingmonitoring,problem TcontextT and problem-solving teaching. The high efficiency ofteaching is embodied in the high efficiency of each subsystem and the conformity of eachother. If a teacher wants to realize high-efficient teaching, firstly, he must be familiar withall kinds of effective teaching behaviors combining with teaching principle and TcontextT,secondly, he must grasp the classroom teaching roundly over the four subsystems above. |
PDF Full Text Request