Effective Classroom Teaching High School Math Exercises

Math exercises teaching is an important part of mathematics teaching. It is a daily activity for math teacher and every student. Math exercises teaching can effectively promote students to master the laws of mathematics concept, theorem and formula, as well as strengthen students’ understanding of the mathematical thinking method, the mathematical skills and application. Teachers and students have paid great attention to mathematical exercises. But the result is unsatisfactory. Classroom exercises in mathematics teaching in high school have many deficiencies. The effectiveness of the teaching classroom exercises needs to be further improved.Firstly, on the basis of the existing teaching theories, the author of the thesis used the theoretical research method to analyze and summarize the relevant mathematical learning and cognitive theory, the theory of mathematical problem solving and effective teaching principles. And then through the questionnaire survey and interviews, the existing problems of the current teaching were analyzed and summarized. In the choice of exercises, the main problems are: teachers choose too many exercises without thinking about their representativeness and pertinence; students become bored with the rigid forms of exercises.; exercises in the textbook haven’t been fully used and teachers fail to adapt them for the students. Problems with the exercises design include:the arrangement of the exercises doesn’t follow the principle of gradual improvement and teachers can’t arrange exercises in proper levels; students do not have a high level of the participation of thinking in class; teachers pay less attention to the training of the students’ mathematical thinking and cultivation; part of the teachers’ reflection on students’ problem-solving ability is insufficient; the summary and reflection on the exercises are not efficient.Under the guidance of relevant theories and with the teaching experience, this thesis puts forward specific improving strategies in the aspects of exercise choosing and designing as well as illustrates them by offering examples. The improving strategies are mainly as follows:(1) when choosing exercises teachers should emphasis a clear purpose and target. For example, in a new teaching, in order to let students take the initiative to explore new knowledge, new laws, teachers can choose some interesting and applicable exercises which can show some laws. After a new concept learning, in order to differentiate the concept and deepen understanding, teachers can choose exercises which can be in the form of multiple choices or filling-up exercises;(2) the quantity of the exercises chosen should be appropriate and quality. They should also be typical. When choosing exercises, teachers should first pay attention to the key knowledge points and general solutions and then help students master the general methods of solving problems by practical drills;(3) exercises should be well-suited in difficulty. Before choosing exercises, teachers should first know about the studying conditions of the students, analyze "the recent developing area" of them, and then choose exercises within "the recent developing area";(4) the step-by-step principle should be shown in difficulty thinking and comprehensive application of knowledge points when teachers set problems;(5) according to the characteristic of the students, various teaching methods can be presented, such as interaction between teachers and students, students and students to improve the students’participation.(6) appropriate problem situation should be created to mobilize students’learning interest and learning desire;(7) enough time should be given to the students after showing them the problems so that they can fully read and understand the problems. Pay attention to the cultivation of the students’ability to explore their thinking. When exploring the problem-solving thought, teachers should attach importance to the participation of the students thinking as well as guide students’thinking method;(8) teachers should guide students to make effective reflection summary after problems are settled in order to train students to develop the habit of reviewing and summarizing the problem-solving reflection.Based on the above suggestions, the author of the thesis provides examples for teaching design and records for classroom teaching for math exercises teaching in new lessons, review lessons, exercises lessons and comment and appraisement lessons on test paper. Meanwhile, the purpose, significance and effect in different links of the teaching design are analyzed and summarized. And then, some effective classroom exercises teaching design methods are put forward in this paper. New teaching designs focus on improving students’ thinking in class and exerting the role of the students in mathematical teaching.