Research On The Influence Of Students Maths Participation In Junior Middle School Classroom By The Mode Of Learning Plan-guided Teaching

Chinese students' participation is low,especially for grade-7-students.Researchers tried to figure out the cause and studied how to solve the problem,but they didn't combine participation with teaching methodology,so it's difficult to solve the problem fundamentally.This article try to study the relationship between the mode of learning plan-guided teaching and students' participation by building this mode as a topic.Researching issues cover following items.1,Does the mode of learning plan-guided teaching influence students' participation of maths course in junior middle school? 2,Is that possible to improve students' participation of maths course in junior middle school by the mode of learning plan-guided teaching? 3,What kind of aspect from students' course participation can be improved by implementing the mode of learning plan-guided teaching?The research methodology of this thesis combines qualitative analysis with quantitative analysis,including questionnaire survey,student interview,classroom observation,quasi-experimental study,etc.At first,this thesis investigated basic theory of the mode of learning plan-guided teaching,then inquired reasons of low classroom participation for grade-7-students.Secondly,conducted a questionnaire survey for experimental subjects to get the basic reason of low students' classroom participation.In order to explore feasibility and effectiveness of the mode of learning plan-guided teaching,author carried out quasi-experimental study by implementing the mode of learning plan-guided teaching in maths course for a school year.The following conclusions were drawn through experimental study and data analysis.The mode of learning plan-guided teaching is feasible to improve maths classroom participation for grade-7-students.This teaching methodology is not only helpful for activing classroom atmosphere and arousing students' interest in mathematics,but also good for changing students' attitude to maths,thus students can proactive participate in class.In addition,the process of cooperation to complete the task is also a process to improve students' language using ability by using this case as a carrier.Students got great sense of achievement from task completion,therefore their learning maths confident increased.Accordingly,it dramatically raised enthusiasm of the maths classroom participation.The mode of learning plan-guided teaching has a certain positive role for improving students' classroom participation including behavior participation,emotion participation and cognition participation,but influence level for three participations is not equal.Through the results of independent samples of T-test,the differences in participation in activities,cognition and emotions and the differences in sense of fun.These three factors involved in behavior study,concentration,time,the gap is very obvious;from the analysis of cognitive behavior level,whether it is shallow or variable,dependent variable,or deep variables have significant difference;in emotional participation,success and anxiety between students who use the plan and students who don't are obvious,tired degree of mathematics was reduced.In the end,according to actual response from interview and questionnaire survey,plus practice of maths teaching,author has following advices.First of all,making detailed teaching plan to increase classroom efficiency by reducing burden for students.Second,paying attention to students' learning style on maths.Third,creating a democratic and harmonious atmosphere for classroom.At last,student participation should be considered as an evaluation means when evaluating the mode of learning plan-guided teaching.