An Empirical Study On The Students' Active Participation In High School Mathematics Classroom Teaching

In school education,students take the initiative to participate in classroom teaching,which is helpful to mobilize students' enthusiasm,improve students' learning efficiency,develop their abilities in all aspects,and well practice the implementation of core qualities.This paper conducts a comprehensive and thorough study on high school students' active participation in mathematics classroom teaching by searching relevant literature,taking three different high schools in L city as the research sites,and taking high school students in Grade Two as the research subjeicts,and adopting questionnaire,recording class performance and interviews as the main research methods.First of all,the questionnaire studied the students' active participation from three aspects: behavior,cognition and emotion.Secondly,the observation of class recording is the author's in-depth observation of the actual general mathematics class.The author selected high-quality video teaching cases such as open class,demonstration class and competition class to watch repeatedly,and made detailed records of the students' active participation in class,and further compared and analyzed the four regular math classes and four high-quality math classes.Finally,the interviews were divided into student interview and teacher interview,which provides a more detailed understanding of the reasons affecting students' active participation and further complements the quantitative research.The conclusion of this paper shows that the active participation of high school students in mathematics classroom is in a general state and needs to be improved.Firstly,from the results of the questionnaire,students' emotional active participation is in high level,and in the middle level is behavioral active participation,and in the lower level is cognitive active participation.In terms of cognitive learning strategies,students have many deficiencies in learning methods and problem-solving skills.Further analyses of differences and correlations show that the active participation of students in different genders,disciplines and achievements is different to some extent,and the active participation of students is related to achievement.Secondly,from the observation of ordinary mathematics class and high-quality mathematics class,students' active participation is better in high-quality class,which has a great relationship with teachers' teaching mode,teaching method and classroom atmosphere.Thirdly,from the interviews of students and teachers,the important factor affecting students' active participation is their performance.After concluding the empirical study,the author further put forward the corresponding teaching strategies aiming at current situation of active participation,hoping to provide references for improving the active participation of high school students and optimizing the teaching quality.