Study On The Recomposition Of High School Mathematical Questions

It is highlighted in the General High School Mathematics Curriculum Standards(2017)that the teaching concept of “teacher-led,student-centered” plays a fundamental role,while mathematic teaching centered on students’ disciplinary literacy and learning initiatives is also important.Subsequently,front-line teachers have placed a premium on question recompositing over problem-solving teaching so as to promote students’ autonomous learning.With the aim of training students’ mathematical competence,we dig into the positive effect of recompositing on students’ learning by applying Constructivism and other theories along with literature analysis,as well as undertaking surveys and interviews with students.At the same time,we conduct an experiment among sophomores in two classes and make a vertical and horizontal analysis of students’ academic performance in the experimental class via independent samples t-test and chi-square independence test.We conclude from the above practice that question recompositing has a significant effect on improving students’ academic performance.We study and elaborate in the following six chapters.In the first chapter,we mainly introduce background,research status,theoretical knowledge and practical significance of the topic.In the second chapter,through reviewing the literature,previous experience from front-line teachers and students’ academic level,we sum up the principles that teachers and students in the experimental class should follow in the practice of recompositing,and explore the recomposing methods,teaching segments and activity modes suitable for students.In the third chapter,we analyze the three surveys before and after the experiment to discover the previous problems that exist in students’ learning.Simultaneously we compare students’ performance before and after the experiment in an effort to see the specific role that recompositing play in mathematic learning as well as students’ views and attitudes towards it.In the fourth chapter,we probe into the deep causes of students’ behavior via interviews with students in the experimental class,as a supplement to the survey results.Then the analysis of the interviews,carried out by qualitative research thematic analysis method,is divided into two parts.One is the reason that students in the experimental class think recompositing unremarkably enhances their learning while the other is the prominent role of recompositing in improving students’ learning.In the fifth chapter,the academic performance before and after the experiment in the experimental class and the control class is collected and then analyzed vertically and horizontally in virtue of independent samples t-test and chi-square independence test.It is thereby concluded that after the experiment,students’ academic performance in the experimental class improved significantly compared with that in the control class.Meanwhile,it is considered that “the increasing number in solving poorly-structured questions in the experimental class is related to recompositing”.The probability of making mistakes in this inference is no more than 5%.In the last chapter,we comb the experimental process,sum up and reflect on the experimental conclusions.