Research On The Effectiveness Of Introducing High School Mathematics Classroom Based On Teacher-Student Interaction

The class introduction is the first step of classroom teaching,and it is also an indispensable and important process in teaching.For high school mathematics which requires rigorous thinking and logical abstraction,the position of class introduction is crucial.In the practical teaching of high school mathematics,due to the dual pressures of teaching and entrance exams,there was a common phenomenon of emphasizing knowledge impartation over thinking inspiration in the introduction,which further affected the effective inspiration of students’ learning interest,the cultivation of independent exploration ability,and the improvement of high school students’ core mathematical literacy.Therefore,correctly positioning the role and significance of classroom introduction,analyzing the methods and principles of classroom introduction,exploring effective teacher-student interaction strategies,and conducting scientific evaluation were all important theoretical and practical issues.This paper systematically studied the above issues and included the following parts:Firstly,the research background of the paper was introduced,the issues to be studied were proposed,and the research significance was explored.And the literature research method was used to sort out the current research status of mathematics classroom introduction,teacher-student teaching interaction,and related topics at home and abroad,providing theoretical support for subsequent analysis.Secondly,Investigate the optimization strategies for teacher-student interactions under different conditions,by setting up an idealized high school mathematics classroom environment with a group of teachers and students having bounded rationality.it analyzes the principles and rules of basic teaching interactions,such as effective guidance of teachers to inspire students’ thinking and positive feedback from students to promote the teaching process of teachers,and provides a symbolic description and definition.Then,by establishing an evolutionary game model,it simulates the interaction process between teachers and students under ideal conditions to obtain the optimal equilibrium state of the classroom(optimized introduction and active learning).Based on this,three methods for optimizing introduction are proposed,namely the superimposed introduction method,the emotional progression method,and the interactive negotiation method,combining practical experience.Finally,based on theoretical analysis,a group controlled experiment was designed and the experimental results were statistically analyzed.According to the control experiment results,the optimized introduction method is proven to be effective,and it is found that the content and object of the introduction are the core elements to achieve effective introduction in the teaching process.Based on this,recommendations are proposed for improving the introduction to high school mathematics classes,in order to achieve a virtuous circle of teaching and effective interaction.The results of this study can provide both theoretical support for high school mathematics teaching and learning reform,as well as reference value for innovative practices in high school mathematics classrooms.