Improve The Efficiency Of The Theory And Practice Of Mathematics Teaching

Teaching should serve for the study. Teaching efficiency not only embodies short-term study result, but also embodies long-term study result. The short-term study result is acquiring and grasping the knowledge. The long-term study result is the education that student acquires. Mathematics teaching efficiency is not decided by the teacher who wants to teach student what, but decided by the student who acquires something finally. Students learning result should be the unity of short-term study result and long-term study result. We can understand the concept of teaching efficiency from two dimensions. The first dimension is about the lime that student used. This dimension means that the student can make full use of the lime and take an active part in mathematics learning. The second dimension means that the result of mathematics teaching embodies many aspects about learning results-cognitive score, the spirit of rationality, the consciousness of efficiency, reasonable cognitive structure and the ability of mathematics learning. The evaluation of teaching efficiency is relative. The student who uses less time and has the same result can be called high efficiency. The student who uses the same time and has better and various results can also be called high efficiency.The local scholars try to define the concept of teaching efficiency from surveying and evaluation. This method more or less try to imitate the view of natural science which about efficiency, and deduce the problem of the cognition concerning teaching efficiency. Really, the concept of teaching efficiency exists objectively, but the standard of evaluation has the subjectivity because of the view of teaching. Moreover, the factors which affect teaching are not only multiple but also complicated. So, the surveying and evaluation of teaching efficiency is impossible to attain the natural science meaning that is completely objective and pure scientific. But the view of only surveying is scientific is one-sided and over-simplified. In the process of pursuing better science, the evaluation of teaching efficiency should on the base of quantitative analysis and qualitative analysis, and beyond the description of quantitative analysis and qualitative analysis to determine the value of teaching. Then we can have the conclusion: good or bad, excellent or inferior.The main conclusion includes: Mathematics teaching efficiency is not decided by the teacher who wants to teach student what, but decided by the student who acquires something finally. Most mathematics teachers have wrong views of teaching efficiency; With high standard of evaluation about teaching efficiency, mathematics teaching efficiency can also be improved; Define the concept of high efficiency teaching is the premise of carrying out high efficiency teaching; Replace the viewpoints is the key to carry out high efficiency teaching; High quality teachers are the guarantee of carrying out high efficiency teaching; Effective methods are the home to carry out high efficiency teaching; The dialectical views of old teachers of passing on experience are the matters needing attention to carry out high efficiency teaching.