Analysis Of Second Grade Of High School Students Engagement In Classroom Teaching Mathematics

With the development of modern education concepts and the full implementation of quality education, many researchers and teachers have realized that students’ active participation in classroom teaching is the most direct embodiment of the students’ subjectivity. However, students’ participation in teaching is not optimistic. For example, these phenomena are very commonly seen in classroom: not every student can be involved in the class activities, several ones cannot be absorbed or even the individual does not participate. Especially, math is a subject that need higher thinking ability of abstract subject. Students’ participation in the mathematics classroom is more worrying. In recent years, with the deepening of the curriculum reform and teacher’s teaching concept, the characteristics of the students’ participation in the mathematics classroom is also changing. Whether students involved in classroom teaching is one of the criteria of effective teaching, But not all of the students in each of the disciplines involved in the case are the same. This phenomenon brought education researchers thinking spark, namely the study of students’ participation in specific subjects.From the perspective of mathematics, this study takes the teachers and students in high school mathematics classroom as the research object. According to a large number of literature data and the real data and investigation, this paper analyzes in these three lines: teachers’ perspective of student involvement, degree of student participation and factors that influences students in math class. As a result, it mainly explains in the following three parts:Part one: the writer interviews 10 mathematics teachers from the No.12 Middle School in Cheng Du, China, and clearly knows what the evaluation criteria of math teachers in middle school are and why students are unwilling to take part in class teaching.Part two: Based on the content of first part, combine predecessors’ questionnaire about students’ participation in mathematics classroom and observation in real mathematics classroom, modify and develop "high school mathematics classroom student engagement questionnaire" and "the questionnaire of factors influencing high school student’ participation in mathematics classroom.”Part three: using SPSS to analyze the related data collected. Mainly discusses the present status of high school students’ participation in mathematics teaching and the differences between arts students and science students; summarizes the main factors influencing students’ participation in teaching.Based on previous scholars’ research of students’ participation in mathematics teaching and this investigation, main conclusions can be drawn:(1) High school math teachers’ evaluation criterion of students’ participation mainly focus on students’ behavior participation and cognitive participation, and little attention on students’ emotional participation are paid; Attribute the factors that influence students’ participation to student’s own situation.(2) The whole situation of high school students’ participation as follows: students’ behavior, emotional and cognitive involvement were similar, science students in regular class show higher level of involvement than experimental class, art students in experimental class show higher degree of participation than regular class.(3) The influence coefficient of different factors in different Participation types varies. students’ self-efficacy are the main factors that influence their behavior participation. teachers’ concern for students’ study is the most important factors that affect students’ emotional participation. The degree of parents’ concern for their children’s study is the main elements that influence students’ cognitive participation.