Research On The Students’ Participation Influence Of Different Instructional Design Model In Junior High School Mathematics Class

Under the background of the reform of the full-time compulsory education curriculum standard,as one basic subject,to the schools,the parents and society, there are increasingly demanding requirements for the students’ control of mathematical knowledge and the teachers’ ability to teach.Teaching is a process of the combination of the teachers’ teaching and the students’ learning, which the teachers and the students need to be involved, especially in the math classes of the middle schools.As mathematics teaching is the core of the junior high school and teaching design is the central part,a teacher’s teaching design ability has great influence on the quality of a lecture,which at the same time exerts impact on the students’ participation in the class directly.In class, the students learn by taking participation in the lessons. Therefore, it is the main factor of the improvement of the teachers’ teaching and the students’ learning.In this paper the influence of the students’ participation in class under different mathematics teaching methods in the junior high schools will be discussed.The investigation of the teacher’s teaching and the student’s learning of the math teaching it can be concluded that the teachers are suffering a lot in teaching, so are the students in learning, that the teachers can not arouse the students’ attention through their teaching, that the students do not enjoy much development in their creative and logical thinking abilities, and that there still exists the phenomenon that some students are afraid of learning mathematics and even dislike it.The reasons are as follows:On one hand the low level of the professionalism and competence among the teachers, on the other hand the students’ participation in class.Therefore, the related empirical study about the mathematics teaching and the students’ participation will be discussed from the perspective of the development of mathematics and the mathematics classes in the junior high schools will be cited as an example.The main research methods employed in the thesis are literature research method, classroom observation and questionnaire survey.In order to use these three methods, an intensive analysis of the students’ participation in class under different mathematics teaching methods in the junior high schools can be made.There are three steps as below:Firstly,to make an investigation of the classification of the mathematics teaching design of junior high schools, which is divided into the dominance, the guidance and the promotion of the teachers.;Secondly,to analyze the current situation of the student’s participation in junior high school mathematics class, From the perspective of the students’ behavior, cognition and emotion.Thirdly,to discuss the correlation between different teaching design method and behavior,cognition and emotion.Under the background of the junior high school mathematics teaching,through the study of the teachers’ teaching and the students’ learning, discuss the influence of the student’s participation in different mathematics teaching methods in the junior high schools have been discussed.The conclusions are as follows:(1)The mathematics teaching method of the teachers’ guidance attracts the students most.(2)The students take relatively more active part in class under the teachers’ dominance.(3)The students arouse more emotion in class under the teachers’ promotion.(4)When it comes to the participation of behaviors,the students take the most active part in class under the teachers’ guidance, more active under the teachers’ dominance, and the least active under the teachers’ promotion.(5) When it comes to the participation of cognition,the students take the most active part in class under the teacher’s guidance, more active in class under the teacher’s promotion, and the least active under the teacher’s dominance.(6)When it comes to the participation of emotion,the students take the most active part in class under the teachers’ guidance, more active in class under the teachers’ promotion, and the least active under the teachers’ dominance.