Study Of The Practice Of Effective Teaching Of Secondary School Mathematics Classroom

The objective of mathematics teaching is to facilitate learners not only to be knowledgeable, theoretical, logical, but also to be good at thinking, exploring and full of creativities. In a word, our teaching ought to lay a solid foundation for the learners' life-long development. This thesis attempts at testifying the necessity of classroom instruction reform and is determined to enhance teachers' understanding of the effective teaching of mathematics classroom instruction in high schools, thus offers references for changing the current low effective mathematics classroom instruction in high schools.This thesis probes and practices the effective teaching of mathematics classroom instruction in high schools from three perspectives.Firstly, the author analyses the main factors of the effective teaching and explains the significance and characteristics of the effective teaching of mathematics classroom instruction in high schools.The basic objective of the effective teaching in high schools is the all-round development of the learners, which means our instruction must payclose attention to the development of learners' knowledge, ability and emotion. The key factor is the cooperation and communication of instructors and learners.Secondly, the author explores the strategies applied in the effective teaching of mathematics classroom instruction in high schools.Strategies are the reflection of the instructors' classroom instruction and are formed in classroom practice .Based on the analysis of factors that influence the effective teaching of mathematics classroom instruction in high schools, the author puts forward the effective strategies of the effective teaching in high schools, which is composed of three steps. Step One. Presetting—the foundation stone of the construction of the effective teaching; Step Two. Producing—the key point of the construction of the effective teaching; Step Three. Effective reflection—the guarantee of the construction of the effective teaching.Thirdly, the author applies his theoretical research into classroom practice and the comparative research method is utilized here.The author compared two mathematics teachers' instructions of Inverse Function. During the classroom observation, special attention was paid to their questioning effectiveness. And then, under the direction of the effective teaching theories, the author further researched the instruction of Probability instruction. The result of these classroom observations and practice indicate that great difference of effective teaching exists between experts and new hands. The classroom instruction of Probability shows that the learners' affections, attitudes and value concept have improved a lot.