Research On The Teaching Mode Of "Academic Record" In High School Mathematics

In the background of a new round of curriculum reform,combined with the problems existing in the local high school mathematics teaching,the research theme was determined.Inconsistent in teaching,learning,and evaluation in classroom teaching,unclear teaching objectives and untimely classroom evaluation are the key to these problems.Combined with the actual situation,this study designed a teaching model,including design of the academic records,and the investigation of the teaching situation.After two months,the mathematics scores of the students' monthly and midterm exams were analyzed.At the same time,the questionnaire is used to investigate the differences between the experimental students and the contrasted students in the four dimensions of "student's learning","teacher's teaching","learning effect",and "learning interest and emotion".The differences have led to the following conclusions:1.The results of the experimental class students are significantly higher than the contrasted class,and the teaching of the academic records can effectively improve the students'performance.2.On the whole,the experimental class students and the contrasted class students showed significant differences in these four dimensions,only individual issues were not obvious.The students in experimental class pay more attention to the preparation before class,the efficiency of learning is higher,the ability of self-learning is stronger,they have more time to think and calculate,and the opportunities for class participation such as group discussion and speech are more.The performance of the exercise is better,and students can better reflect on the summary.The students in the experimental class think that the teacher's grasp of the time of the teaching is more appropriate in the mode of this academic record,and the teacher pays more attention to the performance of the students in the classroom.Because of the timely evaluation and testing tasks,the teacher can find out the problems of the students in time.The students in the experimental class performed better in the application of mathematical modeling ideas.When they solved the problem,they were more likely to start from the goal,which proved their goal consciousness and logical reasoning ability.The design of the academic record highlights the structural lines such as "facts,methods,methodologies,and the essence of mathematics.The students in the experimental class score higher on the question whether they can always complete the teacher's placement exercises.They are more eager to take mathematics classes.Most students have a sense of participation and a sense of accomplishment to achieve their goals.Some students have also developed the ability to discover different problem-solving methods.Students in the experimental class will spend more time studying mathematics after class.Students' mathematics learning is easier and the students are more confident.3.In terms of the impact on students of different grades,the aspect whether teachers give students enough time and opportunities to participate in the classroom,has different effects on students of different grades,and it has a positive impact on students with high grades.There is a difference between modeling consciousness and student grades,and students with higher grades score higher on this issue.Students of different grades have different degrees of love for teachers.Students 'subjective expectations of taking mathematics lessons and willingness to spend more time doing math problems have different effects on grades.4.Analyzing the differences in the impact of students of different grades,I found there were differences in the three dimensions of teacher's teaching,learning effect,learning interest and emotion.But there is no difference in the dimension of student learning,indicating that in this dimension,the effect is similar.However,the teaching mode of academic records has a good effect on students with high grades,it does not work well on students with low grades.In the following design,we should pay more attention to these students,design multiple teaching goals,and improve their sense of learning participation,interest and confidence in learning.