| Students' classroom participation is an important factor to measure students' classroom learning.Constructivism believes that learning is a process in which learners actively select and transform information into their own internal knowledge by linking the information they contact with existing knowledge.Bruner believes that self-discovery of knowledge is the most effective way to learn everything,and learning should be active.The student's subject status is an important content emphasized by the new curriculum standard.In teaching,the principle of student as the subject should be followed.Therefore,under the guidance of the new curriculum standards,in recent years of classroom teaching,in addition to teacher teaching,students are grouped for group cooperative learning,group competitions and students' hands-on operations,and other teaching methods are integrated into the classroom,and student participation in the classroom is also Has changed,but still needs to be further changed.Students' classroom participation is not only externally answering questions,taking notes and other behaviors,but also includes students' internal active construction of knowledge and the process of emotional changes.Effective learning only occurs when students' internal and external behaviors participate in the classroom.This article mainly studies two issues.One is the status quo of junior high school students' participation in mathematics classrooms,and the other is the effectiveness of "deliberate training" teaching strategies to improve students' classroom participation.The teaching strategies of "deliberate training" are as follows:(1)Preparatory homework for students before class,complete the reading and filling of the preparatory materials,the preparatory materials are mainly learning concepts or theorems and some simple derivation of theorems and pre-class test questions,the pre-class test questions are relatively simple,mainly some judgments Questions and simple calculations.(2)The class is mainly to do questions,and put the questions on the PPT.Students answer and discuss,one-on-one discussions and group discussions,and teachers give feedback.Start with simple questions,and then to comprehensive questions.If students cannot solve the problem in one-on-one discussion,they will have a group discussion.If the answers are not good or correct,the teacher will point out the comments and demonstrations after the students have finished the discussion.Based on relevant theories,this research adopts literature research method,questionnaire survey method,paper-and-pencil test method,observation method,interview method and experimental research method.This article divides junior high school students' mathematics classroom participation into three dimensions: behavioral participation,emotional participation and cognitive participation.Firstly,the questionnaire for junior high school students' math classroom participation is compiled with reference to Professor Kong Qiping's questionnaire.Through analysis of the survey results,the preliminary conclusions are drawn that junior high school students' mathematics classroom participation And analyze the differences in classroom participation of students in the three grades.On this basis,two classes of eighth grade were selected to test whether the "deliberate training" teaching strategy is effective in improving the classroom participation of junior high school students through teaching practice.The effectiveness of the teaching strategy was analyzed by observed students using classroom observation,after-class testing and interviews.Finally,according to the results of teaching experiments,some teaching suggestions to improve the participation of junior high school students in mathematics classroom are put forward.Based on the above two studies,this article draws the following main conclusions:(1)The overall level of junior high school students' participation in mathematics classrooms is average and needs to be improved.(2)The student's behavioral participation level is the highest,followed by the student's cognitive participation level,and the student's emotional participation level is the lowest.(3)There are significant differences in the dimensions of cognitive participation in the mathematics classroom of junior high school students between grades.(4)The implementation of the "deliberate training" teaching strategy can promote students to listen to teachers' lectures and classmates to answer questions,and promote students' participation in group discussions and the frequency of answering questions.(5)When the knowledge points of a lesson are relatively simple,the teaching strategy of "deliberate training" can improve students' cognitive participation,but when the knowledge points of a lesson are difficult,this teaching strategy can improve students' cognition The effect of participation is not obvious.(6)The teaching strategy of "deliberate training" has a certain effect on improving students' love of mathematics and improving students' mastery of knowledge.The teaching strategy of "deliberate training" allows students to preview the knowledge points and make the class atmosphere more relaxed,so it improves most students' love of mathematics;for the knowledge they have learned,most students think they have a better grasp of the knowledge than before.(7)After the implementation of the "deliberate training" teaching strategy,a test on Chapter 14 of the experimental class and the control class found that although the average value of the experimental class was slightly higher than that of the control class,the results of the two classes did not occur Significant difference.Through the use of "deliberate training" teaching strategy,this article found that some of the dimensions and indicators of student classroom participation have been improved.It can be obtained from the observation of teaching experiments and experimental results and the results of interviews with students.In addition to the "deliberate training" teaching strategy,students can improve Class participation can also start from the following aspects:(1)Reasonably organize the preparation materials to allow students to study independently before class;(2)Appropriate use of games or answering questions in the classroom to create a relaxed classroom environment;(3)Pay attention to students with introverted personality and create conditions for them to integrate into the classroom;(4)In class,consciously cultivate students' sense of summarizing habits and associations. |
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