An Empirical Study Of The Notes In High School Students' Mathematics Class

Since the new century,giving full play to the student's main role as a learner has become the main theme of the world curriculum and teaching reform.Under the environment of exam-oriented education,students urgently need some mathematics learning strategies to improve their mathematical ability and mathematics scores.Mathematics Class notes as a universal mathematics learning strategy has always been concerned by mathematics educators and mathematics learners.Most of China's high school students take notes in math class,but have had little success.Based on the actual conditions of senior high school students,this study upholds scientific and objective principles and adopts literature,questionnaires,interviews,etc.to establish mathematical analysis models for class notes.From the four dimensions of attitude,behavior,external cause and effect,the paper makes an empirical study on the mathematics class notes of high school students.Gradually,analyze the teachers and students attitude and understanding towards mathematics class notes,the relevance of the present situation of the class notes,and achievements,different grades,different gender,liberal arts,the differences of different teacher groups,and the function of mathematics class notes,influencing factors and common misconceptions about finishing.The results show that:First,most teachers and students are in favor of students taking math class notes.Second,teachers and students are not optimistic about the situation of taking notes in mathematics classes.Students have the highest score in behavioral dimensions,followed by the effect dimension,followed by the external factor dimension,and the attitude dimension scores the lowest;teachers have the highest effect dimension,followed by behavioral dimensions,and then Attitude dimension,lowest score for external dimension.Third,as a whole,there is no significant correlation between class notes and mathematics scores,but there is a significant positive correlation between math scores and class notes scores in middle and low grade students.Fourth,overall,different grades,male,female,arts and science students,and different teacher groups have significant differences in taking notes in mathematics classes.However,differences are different in each dimension.Fifth,the attitudes and behaviors of teachers in taking notes in mathematics classrooms have a significant impact on students' mathematics class notes,and they show some consistency.Sixth,the functions of the mathematics class notes include six aspects:consolidate new knowledge,establish new and old knowledge and contacts,increase attention,habits,improve performance,and train thinking.Seventh,the factors influencing the high school students' handling of class notes mainly involve five aspects of their attitudes,teacher guidance,teacher habits,classmate influence,and effect feedback;factors that affect teachers include their own experience,colleagues' exchanges,student feedback,multimedia teaching,The student experience and the influence of teachers are six aspects.Eighth,there are four major misunderstandings:of class notes formalism,class notes have become outdated journals,class notes have become excerpts of knowledge points,and class notes have become math correction notebook.