Research On Mathematics Diary Instruction In Senior High School Under The Background Of New Curriculum Standard

As the General High School Mathematics Curriculum Standard Edition(2017)points out,teachers should improve students’ mathematical literacy,guide them to observe the world with mathematical perspective,think about the world with mathematical thinking,and express the world with mathematical language.At the same time,the new curriculum standards require that when evaluating students,teachers are supposed to focus on not only the results but also the process of students’ learning.This study focuses on the core issue of mathematics diary instruction in senior high school under the background of new curriculum standard.Mathematics Diary refers to letting students record their thoughts and understandings during their learning process,evaluating their gains and losses of learning,or putting forward their own suggestions about teaching in the form of diary.Teachers use mathematical diaries to understand individual differences among students and adjust their teaching strategies based on their feedback.In the study,High School Mathematics Compulsory Volume 2,High School Mathematics Optional Compulsory Volume 1 and High School Mathematics Optional Compulsory Volume 2 are used as the teaching material.Class 17,Senior 1of Y Middle School in Yunfu city is chosen as the control class and Class 18,Senior1 is selected as the experimental class.Students in the experiemental class are required to write mathematics diary.This experiment is divided into five parts:(1)By conducting a questionnaire,the author aims to understand students’ understanding of mathematical diaries and their current learning status in mathematics;(2)Researcher introduced Mathematics Diary to the students of the experimental class and the control class,and conducted reading guidance and trial writing;(3)Students practiced writing mathematics diary.The practice was divided into two stages.At the first stage(the second semester of Senior 1),students in the experimental class and control class were required to write mathematics diary at the same time.The researcher evaluated mathematics diary by students in the experimental class in time but didn’t make any evaluation on mathematics diary written by students in the control class.At the second stage,students in the control class stopped writing mathematics diary and studnets in the experiemental class continued but researcher didn’t make evaluations on their works any longer;(4)The author analyzed the data of post-test and interview to compare students’ interest,learning habits and their achievements in mathematics.(5)A total of 112 students in the experimental and control classes were surveyed through a questionnaire.The correlation analysis was conducted between students’ attitudes towards mathematical diary writing,reflective summary habits,mathematical analogical thinking,and mathematical transformation thinking.Based on the questionnaire data and students’ post test scores,the correlation analysis was conducted between students’ attitudes towards mathematical diary writing,reflective summary habits,and mathematical scores.Based on the study,the following conlusions can be drawn:(1)Writing mathematics diary has a positive effect on students’ interest and learning confidence.(2)Writing mathematics diary helps enhance communication between teachers and teachers,students and students.(3)Writing mathematics diary helps improve students’ mathematical thinking ability.(4)Writing mathematics diary helps improve students’ scores of math.(5)The timely evaluation on mathematics diary has a positive effect on students’ learning.