Research On The Construction Of Effective Thinking Class In Senior High School Mathematics

Mathematics classroom is a stepping stone for students to get in touch with natural science.It can not only cultivate students’ good logical thinking and thinking,but also play a crucial role in their future life and work.In the late 1950s,with the development of modern science and technology in the west,mathematics permeated almost all scientific departments,playing an important role not only in the application and development of natural science,but also in the application and development of social science.In order to adapt to this need,from primary school education to the high school stage of education in our country,has been to math as a main course,mathematics has been regarded as training students’thinking ability of one of the important subjects,according to the new curriculum reform of the education goal,through the development of high school mathematics classroom effective thinking,better able to play the main role of students in the classroom,establish a more equal and harmonious relationship between teachers and students,so that the students in the knowledge level,learning method,and the right emotional values to obtain the comprehensive development and improve.The establishment of effective thinking class in high school mathematics teaching serves to improve the quality of classroom teaching,so that students can learn the ability to find problems,learn the method to solve problems,learn to think independently,cultivate students’ learning ability,and realize mathematics education that is committed to making students benefit for life.In this paper,literature method,questionnaire survey method,interview method and practice method are combined to conduct an in-depth study on the construction of effective thinking classroom in high school mathematics.In this paper,the author through the study of relevant literature,understand the current high school mathematics classroom teaching research trends,the concept of effective thinking classroom has been more detailed,and the study of effective thinking classroom in high school mathematics involved in the theoretical basis is introduced.At the same time,during the internship in Yanbian no.2 middle school,the author conducted a survey on the construction and implementation of mathematics effective thinking classroom in senior high school,including issuing questionnaires to teachers and students,observing mathematics classroom teaching,and interviewing teachers and students.Through the investigation from multiple angles,the author finds the following problems:First,teachers’ insufficient investment in "effective thinking class";Second,students are less interested in learning mathematics;Third,school administrators and teachers lack of communication in teaching;Fourth,the content of some teaching materials and "effective thinking class”content disjointed phenomenon.In view of the above problems,the author,from the school,teachers and students,suggests that the school should strengthen the importance of effective thinking in classroom teaching and conduct targeted training for teachers.It is suggested that teachers should strengthen the practical application ability of the effective thinking class,continuously consolidate the teaching content and enrich the teaching methods,and then improve students’ interest in mathematics.It is suggested that students make full use of the learning time in class,to enhance the consciousness of students’ mathematics learning.Furthermore,the author gives the teaching fragments of constructing the teaching example of effective thinking in high school mathematics class,to understand the teaching essence of teachers in constructing effective thinking classroom of mathematics from the perspectives of classroom interaction,scene setting and thinking exercise,to provide the relevant teaching and research personnel with the real construction of high school mathematics effective thinking classroom exchange seminar material.This will provide a powerful help for the study of effective thinking classroom in high school mathematics.