The Study Of Teaching Structure Elements In The High School's Mathematics Classroom

In this study, using the high school mathematic for the carrier, based on the theories of teaching and science of teaching the design and implementation of specific requirements, using literature research, questionnaire, interview, classroom observation method and the comparative study of the basis for the design and implementation status of the high school mathematic classroom activities detailed understanding of all aspects on the constituent elements of the high school mathematics teaching structure research mainly deployed from the macro and micro dimensions. Which can be divided into two elements:teacher's teaching and student's learning macro; this macro can be divided into ten elements:teaching objectives, teaching ideas on the micro level, teaching basic skills, teaching content, teaching process, teaching methods, teaching attitude, teaching organizational form medium of instruction, teaching evaluation. Intended for teachers(especially inexperienced teachers)to form a good mathematics teaching design concept to provide some valuable information and through this study can resolve practical difficulties in part newly recruited teacher preparation and teaching design. However, the study of classroom teaching elements, the paper not only from the classroom itself, but also to the former class, after-school activities, and related characteristics and requirements of different class type as the starting point, the overall perspective of in-depth study of the structural elements of high school mathematics teaching.Specific research process has following main components:at first, relevant literature(before class, classroom, after-school gathering in three stages)and sorting the view and opinion of the former high school mathematics teaching structure held, and preliminary analysis teaching structure elements. Second, through interviews, listen to curriculum specialists and teachers who hold high school mathematics teaching structure ideas and practices, supplemented by classroom observation, understanding of the current high school math-teacher and student in the classroom implementation problems and practices. Third, the above analysis, abstract methods and qualitative analysis summarized teaching structure elements, questionnaires for teachers and students(the investigation over whether teaching structure elements being taken seriously)statistical analysis of data obtained in reality basic information. Fourth, these studies were compared with the views of team, look for the impact of high school mathematics teaching structure elements, achieve the purpose of the final study. Fifth, combining the theory and practice the perspective of the plane teaching high school mathematics teaching design, and teaching them to give advice and evaluation. Sixth, organize and reflect on the whole process of research, summarized the findings and recommendations.All in all, teaching structure is essentially combined with some sort of the constituent elements of classroom teaching. Due to curriculum standards, teaching content and student cognition factors such differences, then teaching structure becomes different too, appropriate for each class teaching structure does not exist. Therefore, no matter how they change, teaching structure is made of these elements, and this process are dynamic, flexibility and diversity. A classof teaching structure, not only with students learning situation but also combined with the need to subject characteristics, such as teaching specific content and timing factors combine to adopt a flexible program design.