Investigation On The Present Situation Of Reflective Teaching In Middle School Mathematics

Middle school mathematics as a basis for subsequent courses plays a crucial role in developing students’ learning and thinking. However, teachers in the teaching mode in secondary mathematics education process, fixed too much attention to teaching mathematical knowledge, while ignoring the correlation between mathematics and students of other courses, so that students learn mathematics mistakenly thinking there is no other course association, thus underestimating the importance of mathematics in the whole learning process. The students’ neglect of mathematical learning results in its low math scores, so students will feel psychologically tired to learn math and eventually learning other courses is subject to different degrees. Therefore, a comprehensive high school mathematics education reflection and exploration has become a urgent question.Mathematics is the study of basic secondary education curriculum, teaching practice has fully proved the importance and impact of mathematics courses throughout the curriculum system for other courses. But, there are still many deficiencies in mathematics teaching workers in China in the long process of teaching, especially for high school students to improve math learning interest is still quite weak.Based on previous research results, one of the most influential projects is to quantify the formation of secondary school mathematics teachers daily behavior and student self-rating scale rating scale, as a reflection of teaching evaluation. With this scale after the implementation of the teachers was reflective teaching and comparative analysis were measured to find the the problems of middle school math teachers in the teaching activities. This article concludes as follows:(1) Teachers’ education expertise is reflected in the core trait factors: teaching ability and performance, professional knowledge, teaching motivation, relationships with students, the ability to learn and explore and spirit, way of thinking and ability, teaching philosophy, attitude to life, personal and other characteristics, and capabilities of research outcomes.(2) After the implementation of the middle school mathematics teachers’ reflective teaching, whether it is self-assessment or the student to teacher’s evaluation, is relatively good.(3) School Mathematics teaching reflection’s influencing factors are: the heavy task of teaching teachers, schools do not pay attention, lack of teachers’ reflective consciousness, lack of teachers and other teaching theories. Therefore, to improve middle school mathematics teaching reflection effect requires teachers to hold a correct view of teaching reflection and improve their theoretical level of education, but also school ought to create favorable conditions for school teachers’ teaching reflection to carry out.