On High School Students’ Participation In The Teaching Activities In Mathematics Classroom

Quality education proposes a slogan for students to learn to learn and participate inlearning, and encourages them to initiatively participate in class, students’ participationthereby has become a heated issue on research of education and teaching.However,students’ non-participation is more common in the real mathematics classroom currentlythat they don’t fully and really involve in. And there’s been a misconception embeddedin the idea of teachers, from the existing practice of research, that movement equals toparticipation. Under this circumstance, this thesis on high school students’ participationin the teaching activities in mathematics classroom is of great practical and theoreticalimportance.Having penetrated deeply in high school classroom, designed questionnaires from thethree aspects of students’ behavior, cognition and emotion. Chose the sophomore fromtwo of the four classes of high school for the survey. Through literature analysis,investigation, observation, quantitative analysis and other methods, analyzed thefactors affecting students’ participation, aiming to come to a better understanding of thecurrent situation where students’ participation appears in the teaching activities inmathematics classroom.Based on the synthesis of the existing literature, this thesis integrates the three aspects:Students’ behavioral participation, cognitive participation and emotional participation.Accordingly, the main contents of this thesis are: Analysis of the features how studentsparticipate through research results, including performance characteristics of behavioral,cognitive and emotional participation; Correlation between those three dimensions; Factors that influence students’participation. Conclusions reached as followed: Studentsparticipate in lopsidedly. There has been a low cognitive participation, low emotionalparticipation, but high behavioral participation; Students focus more on behavioralperformance than on concentration; The usage of in-depth strategy is better than shallowand dependent strategies; Positive emotional experiences are more than negative ones;In the internal structure of students’ participation, the behavioral and psychologicalparticipations estrange, while cognitive and emotional ones are closely related;Students’ participation has a significant impact on academic performance; Differentacademic performances signify differences in students’ participation; Factors affectingstudents’ participation in class are complex, of which the interest in learning is a mainone. Passive participation, serious non-connotation participation and low effectivenessof participation are common. In order to ensure the effectiveness and credibility of theresearch, reliability and validity of the survey was tested. All the indicators aredisagreeable to the requirements with high credibility and effectiveness. Based on theseresearch findings, mathematics teaching strategies are also presented which arebeneficial to mathematics teaching in high schools. It serves as a enlightenment for theprofessional development of math teachers,mathematics education researchers and othersubjects or other high school teaching.