A Case Study Of High School Mathematics Classroom Atmosphere

In order to improve the student’s enthusiasm, creativity, the high school mathematicscurriculum in ordinary high school new curriculum standard should advocate independentexploration, hands-on practice, cooperation and communication and reading self-study learningstyles. This way of learning cannot be proceed in any classroom, It requires teachers to play a rolein the classroom, and create a good classroom atmosphere for students to provide a lot of practiceopportunities. By reading the experts’ research on classroom atmosphere at home and abroad, wehave had certain understanding of classroom atmosphere, Through reading, we found that thestudy of high school mathematics classroom atmosphere in China is very scare. But high schoolmathematics classroom atmosphere has important significances in realizing high school newcurriculum standard. Therefore, we should study high school mathematics classroom atmosphere.Based on the study of classroom atmosphere, this paper endeavors the current status ofclassroom atmosphere as a starting point, and relys on the related theoretical basis to analyze andcompare differences in teachers’ classroom atmosphere of three different teaching age. This paperanalyzes the three different teaching experiences of teachers’ classroom atmosphere and relatedfactors by classroom observation, questionnaire investigation,. The article is divided into fourparts: The first part is the introduction, which introduces the classroom atmosphere and putsforward the value of the background and research significance, and literature review, First of all,from the implementation of the new curriculum reform in our country to current, present educationsituation provides a necessary condition for the research of the classroom atmosphere. Secondly,the paper elaborates the research significance from cognitivism, behaviorism and humanism,constructivism. Finally, by reading the relevant research at home and abroad, the concept ofclassroom atmosphere and the research framework are defined. The second part is theinvestigation and analysis of high school mathematics classroom atmosphere. This paper takes amiddle school in Ganzhou city of Jiangxi province as an example, the real classroom atmosphere,classroom atmosphere and ideal view of mathematics learning attitude, learning orientation, thecorrelation of these four areas are analyzed. The results show that the real classroom atmosphere,classroom atmosphere and students view of mathematics learning attitude, learning orientation;mathematics is a significant correlation. The third part compares the three different teaching ageteacher’s class in the real classroom atmosphere, the ideal classroom atmosphere, mathematicslearning attitude, learning orientation and the difference between mathematics view. The mostexperienced Z teachers’ classroom is positive, and real classroom environment classroomenvironment is almost close to the expectations of students, students’ math learning attitude,learning orientation, three aspects of mathematics view is the highest score. Students who like to learn more, and learn more easily is mostly interested in math and think math is useful. The realclassroom environment and degree of close to ideal classroom environment from the lestexperienced M teacher are in second place, and in view of mathematics learning attitude, learningorientation, mathematics and so on are also almost the second dimension scores. Only in the viewof mathematics mathematics is thinking on this dimension score lower than the L teacher. the Mteacher’s classroom is also a more positive, students can take the initiative to speak in class, but alot of students in mathematics is not very interested.The L teacher’s classroom is not so positive, students in the class is lax. The fourth part fordifferent classroom atmosphere and the differences between the various factors, from the aspectsof teachers, the paper puts forward the measures to build the high school mathematics classroomatmosphere, so that we can provides the theory basis for the creation of good mathematicsclassroom atmosphere or the high school mathematics teacher, and hopes to give operationalguidance.