A Qualitative Resesrch On Classroom Exercises As An Opportunity To Learn In High School

As a necessary part in classroom teaching,there are many problems worth exploring in classroom exercises.At the same time,people are paying more and more attention to the realization of micro-educational opportunities,that is,the situation of students' learning opportunities in the classroom teaching.Based on this,this paper attempts to explore the relationship between classroom exercises as a learning opportunity and students' learning from the perspective of students.How do classroom exercises affect students' learning?In this paper,the learning opportunity of classroom exercise is divided into two dimensions: intrinsic attributes and external contexts.The intrinsic attributes of the classroom exercise include the difficulty of the exercise,the structure of the exercise and the form of the exercise.The external contexts of the classroom exercise include time of exercises,teacher questions and peer discussions,and then discuss the relationship between the intrinsic attributes and external contexts of classroom exercises and students' learning.According to the above research ideas and the research dimension,this study selects all the teachers and students of the two mathematics classes in the first-year high school of Shanghai H as the research objects,and adopts classroom observation and interview to collect information.This study entered H Middle School on April 6,2017,and collected data in the past two months.At first we did not choose the subject,so that we have a basic overview of classroom exercises.With the deepening of observation and understanding,we gradually established mathematics as a research subject,and observed 25 math courses.At the same time,we adopted the method of combining random interview and formal interview to understand how the classroom exercises in the perspective of students are and how they promote learning.The research results show that: First,the relationship between the intrinsic attributes of classroom exercises and student s' learning is as follows.C lassroom exercises with appropriate difficulty can better promote students' learning,and the difficulty of exercise s varies from person to person;the classroom exercises,no matter what type or position they are in,should follow a presentation sequence from simple to complex;The from of classroom exercises is not as good as possible,and it is also found that the form of classroom exercises is not single in the students' eyes,because there are various types of questions in the exercises.Second,the relationship between the external complex situations of classroom exercises and the students' learning shows that the time for teachers to arrange exercises is very short,most of the students cannot complete them within required time,but the students do not want to spend longer time;Different levels of students need different frequenc ies of teacher questions,Students with better academic performance and stronger ability should reduce the frequency of questioning,whereas increase the number of teacher questions;Peer discussions do not have a positive effect on all students' learning.Students who have good academic performance and high level of ability can learn better by peer discussions,but peer discussions don't work for students who have poor grades.