A Practical Study On The Effectiveness Of Mathematics Learning Activities In Ordinary High Schools

Mathematics learning activities are a very effective way of learning mathematics. Since ancient times, from domestic to international, a number of educators have stressed the importance of learning activities. When knowledge and positive activities are closely linked with each other, learning becomes part of children’s spiritual life. Learning is a process, not an outcome. Secondary school teachers now have realized the importance of learning activities. Nowadays, teachers rarely speak all the time in class as in the past. Instead, they allow more students to participate in classroom learning. But I have found that some mathematics learning activities become a mere formality, do not pay attention to practical results. It is thought that learning activities is a hot topic. Many scholars have conducted a special study. Previous studies have focused on the connotation, the features, and the implementation strategies of learning activities, but the evaluation on its effectiveness is rarely mentioned. The purpose of this study is to enhance the effectiveness of mathematics learning activities.Methods of this study are:literature analysis, survey and case study analysis. This paper is divided into five chapters. Chapter I Issues are raised. From three angles---the importance of mathematics learning activities, the mere formality of mathematical learning activities, the effectiveness of mathematical learning activities is an important link in the teaching of mathematics, the background on the issues is presented. Chapter two is the theoretical basis. First, on the basis of previous studies, summarizes the concept and character of mathematics learning activities. And the author have defined the concept. From the values of the learning effectiveness, the characteristics, the author has done specialized research on the effectiveness of mathematics learning activities. And then, the theoretical basis of this thesis are given:cognitive development theory, theory of zone of proximal development, discovery learning, re-creation theory, theory of pragmatism. These theories are the theoretical foundation of the study. Chapter three is a description of the features of the effectiveness of learning activities. It stimulates students’ internal demand; teachers establish clear objectives for the activity; the students work together and generate knowledge; students participate in cooperative activities extensively and deeply; the activity has obvious effect; teachers regulate appropriately. These are the six main aspects. The evaluation gauge of the mathematics learning activities are made in this chapter. Chapter four focuses on investigation. The author designs questionnaires and makes a survey. Senior3students are surveyed and10specific questions are raised. It makes a survey on the effectiveness of senior high school mathematics learning activities from five aspects. The result:1) students tend to participate in learning activities, strongly opposed to the "teacher illustrated lectures".(2) most students think that they gain more by participating in mathematics learning activities.(3) There are some problems with cooperative learning and students teaching.(4) Students of different levels and arts and science students have different feelings on mathematics learning activities. Chapter five is about the practice of the effectiveness of mathematics learning activities guided by the gauge. This research selects the four most common mathematics learning activities in high school mathematics class:"students teaching""group cooperation learning","game teaching",and "independent exploration" for practice. These activities aren’t involved in everything, but focus on the effectiveness. They’re aimed to promote mathematics learning activities in class and upgrade the effectiveness of mathematics learning activities.The creative results of the research are as follows:giving a definite description to the efficient characteristics of the math learning activities; stimulating the students’inner demand for learning; setting a definite goal; the students have gained new knowledge through independent corporation; the students have taken part in activities and got apparent achievement under the teacher’s appropriate guidance; setting an evaluation scale for the validity of math learning activities and giving concrete instructions. The evaluation scale has five primary goals:aim, activation, process, result and guidance. Every primary scale includes several secondary goals.