Practical Research Of Group Teaching High School Mathematics

The author has a full understanding of group teaching strategies by studying the theory of group teaching and points out that grouping teaching is very suitable for high school mathematics teaching. However, whether the effect of a kind of teaching theory is good or not depend on the practice. Therefore, the author teaches by grouping teaching methods when having a class. And the author puts the predecessors’ theories about grouping teaching strategies into the practice of mathematics teaching in the high school and meanwhile surveys the teaching practice process. Some conclusions are revealed finally. Firstly, by grouping teaching, students contact more frequently than before and their relationship is obviously improved. Secondly, Students talk with teachers initiatively about math problems and a harmonious relationship between teachers and students is being built. Thirdly, the independent exploration and practical ability of students have improved. Finally, students’ interest in learning math is improved and the classroom atmosphere is active. Through interviewing parents, teachers and students to understand their perceptions of group teaching, the results find out that group teaching is accepted by parents, teachers and students and also bring the advanced teaching idea for teachers.This thesis is based on a class teaching and tracking research to analyze the grouping teaching actual effect and sees what kind of influence is produced by group teaching for teachers and students. In this paper, the author adopts interview method and field observation method to come down out of the grouping teaching effect.This paper can be divided into five partsPart One:InstructionIn this part, the writer points out that the mathematics teaching model still has disadvantages after the reform. Also, the writer explains the significance of this study and the theoretical background of the Group Instruction methodology in mathematics teaching. Part Two:The teaching principles of Group Instruction methodology.In this part, the writer introduces several principles that the Group Instruction methodology should follow in the mathematics teaching, including that of scientificity, subjectivity, timely feedback, process orientation and diversity evaluation.Part Three:The specific implementation of the Group Instruction methodologyIn this part, the writer introduces the specific steps in the application of the Group Instruction methodology and the strategies of group cooperative learning. Besides, the writer describes several misunderstandings on the Group Instruction and the solutions to avoid the mistakes.Part Four:The interview and the case analysis about the Group Instruction methodologyIn this part, the writer states the results of the interview and analyzes the case and the effects of Group Instruction methodology.Part Five:Conclusion and implicationIn this part, the writer concludes the major findings as well as some limitations which need more researches to overcome.The research results show that the students in the class applying Group Instruction methodology are friendlier, more united and more cohesive than the students in other classes, which greatly improve their mathematics learning.