Practical Study On Improving Student Participation In The Teaching Model Of Guided Cases

With the students entering the high school education stage,the difficulty in mathematics learning gradually increases,and the use of knowledge is more extensive.In the traditional teaching mode,the teacher's too-dominant classroom teaching method and the students' learning style have certain constraints on students'thinking ability and personality development,the teacher's old teaching method can't attract students' attention and stimulate the interest of learning,so there is a widespread high school classroom teaching inefficiency,students' classroom learning participation is gradually decreasing and other serious problems;However,how to specifically combine teaching methods with increased participation is very few,and it does not solve practical problems in essence.Under the background of the development of the new curriculum reform,the development of the teaching mode of the guide case is promoted and widely used in classroom teaching,this model optimizes the teaching idea,takes the students as the main body of classroom teaching,urges the students to explore the content of the classroom step by step according to the problem guidance of the teacher's design,construct the knowledge,cultivate the habit and consciousness of independent learning,and give play to the students' subjective initiative.This paper will combine the teaching mode of the guide case with the carrier of function learning to study the relationship between it and the improvement of student participation.The research questions are:1.What are the specific problems affecting the participation of math students in mathematics classroom at this stage?2.According to the above-mentioned problems and other factors,in order to guide students to take the initiative to participate in mathematics classroom teaching,how to design the function teaching content of the guide and classroom teaching links?3.Is it feasible to improve student participation in the teaching model of the guide dissonance?4.In order to improve the effective participation of high school math classroom,the teaching model of the pilot case can be provided to mathematics educators which methods of reference value?The research method first uses the literature research method and the classroom observation method to study and analyze the main reasons why the classroom participation of high school students is not high,combined with the specific learning of function knowledge,from the specific knowledge point learning problem stoisted to the classroom participation.Secondly,through the questionnaire method to further investigate the current situation affecting students' participation,analysis of the existing problems,for the follow-up use of the teaching model of the study case to promote the impact of students' participation in the teaching experiment as an important basis.In the course of research,taking function as the teaching content,applying the teaching mode of the guide case to the mathematics classroom teaching,carrying out the experimental research of ten lessons.Combined with the teaching characteristics of the pilot study case,the pre-class self-pre-study thinking,the questions in class to guide students in the classroom group cooperation,interactive discussion,etc.to achieve the learning goals,through teaching experiments and data analysis to draw relevant conclusions.From the results of experimental data,the teaching model of the pilot case can have different degrees of promotion to the participation of high school students in mathematics classroom in all dimensions-behavioral participation,cognitive participation and emotional participation as a whole,and the influence of SPSS independent sample T test can be obtained in three aspects on students' learning mathematics:the degree of concentration and study in behavioral participation is more obvious,because the pilot case runs through mathematics learning.The use of mathematics learning time has significant differences,the experimental class in cognitive participation in the shallow and deep learning strategies than the control class show edifying differences,students' independent problem inquiry,cooperative communication methods correspondingly slightly reduce the dependence on teachers in learning,and emotional participation can affect students' learning of mathematics to a certain extent,effectively and appropriately alleviate the anxiety of mathematics learning.From the perspective of the effect of classroom teaching,the application of teaching on the subject of teaching can facilitate timely understanding of students'learning,and on this basis to turn knowledge points into problem points to improve the knowledge of the grasp and understanding,and guide the case teaching perfected the students' learning methods,the problem guide students to explore the discovery,experience the process,from individual learning to cooperative discussion.The group work together to ensure that every student in the class has a task to do and participate in classroom discussions.At the same time,the design of layered exercises effectively improves the classroom learning atmosphere,promotes the overall participation of the class,and improves the student's learning participation.Finally,combined with the teaching experiment experience,through the interview with students and teachers,according to the teaching practice research and experimental results to give the corresponding recommendation strategy:(1)Teaching concept to students as the main body of classroom learning,in the guide case to give the learning objectives of each lesson to stimulate student participation,in the design of the teaching link combined with students' learning experience and characteristics to make reasonable arrangements,pay attention to the individual differences of class groups.(2)The use of guidance case throughout the process of mathematics learning,in addition to the classroom learning for the use of the pilot case,in the pre-class preview,after-class summary and self-assessment can improve the behavior of learning participation.(3)In the design of teaching process,teachers should create a good target problem situation in teaching design,improve the sense of fun in teaching content.(4)To the knowledge point into the problem point more efforts to guide students to explore the problem,improve the initiative to participate in the initiative.(5)In the classroom learning to pay attention to cooperative discussion,provide a display of communication teaching space,to give students the corresponding tasks to participate in classroom discussions.(6)Creating a good corresponding layering exercises so that the class collective can have some harvest,experience the sense of achievement,promote collective participation.(7)Add learning participation as one of the evaluation methods of teacher's teaching and students' learning.(8)Teachers themselves should constantly improve themselves accordingly,establish a good friendship between teachers and students to promote students' enthusiasm for teaching in this class,pay attention to the change of voice and intonation in classroom teaching to enhance students' attention in classroom teaching,in addition to encouraging students to participate actively,give students more opportunities to participate in performance,reduce anxiety,improve learning participation.