Design And Practice Of High School Mathematics Classroom

In the new curriculum reforms in today, mathematics teaching reform becomes even more important. The new curriculum standards pointed out that mathematics classroom instructional design should meet the learning requirements. Change the traditional initiates’ teaching style. We should really become learner-centered study style. Change the students to the body of learning activities. From the point view of the students’ interets demand and fully mobilize the students’ enthusiasm, initiative and creativity, to reflecting the student’s core position. Accroding to the actual operating conditions to make adjustments and changes constantly according to the teaching of the, so that the classroom rejuvenated life. This requires made teachers to change the previous teaching of thinking as well as teaching behavior, and help students change their way of learning. This also means that teaching is a qualitative change no matter should occur from the structural nature of the classroom or teaching. In this regard, only on mathematics teaching structure reorganization, in order to make sustainable development of mathematics education. Mathematics teaching design under the new curriculum requires not only theoretical support, but need to improve teachers’ manipulation techniques. This paper focuses on the design of high school mathematics teaching this issue starting from education to discuss theoretical research and teaching technical operational level.In this paper, the author use thses study’s way like literature review, interviews and case study to survey this problem. The author go into a high school in Xinxiang City, and talk with high school math teachers and their students to do a survey. Learned in high school mathematics teacher status quo situation instructional design and student learning styles. The survey found that many teachers are still ignoring the dominant position of students in learning, instructional design is still not highlight the main role of students, lack of self-learning process, cooperation, and explore the process of learning experiences. Therefore, the author on the basis of educational theory, combined with the concrete practice of teaching strategies proposed for mathematics teaching design.