A Study of the Effective Summary in Mathematics Classes of Senior High School
|Keywords||high school mathematics class summary effectiveness types of class|
Teaching is usually divided into three parts: lead-in、presentation of a new lesson and summary. The summary is the last teaching step before teacher completes his teaching task. During this step, teachers should try their best to use simple and concise language to make a summary and get the chance to have a deep understanding of the knowledge and skills in an artistic way. As a final step, the summary is easily overlooked by some teachers, affected by the limited teaching time and teachers’emotions.This thesis puts forward the value of the summary in mathematics classes of senior high school and analyses the current practical problems with the summary in mathematics classes, based on the use of literature analysis, course lectures and interviews with teachers and other methods, anchored in teaching practice and combined with the theory of systems、constructivism、Meta-cognition、the theory of participating in teaching activities and the relevant requirements of the new curriculum standards. This thesis does a little research on three aspects: the ways of making a summary in mathematics classes (making a summary according to different teaching objectives and making a student-centered summary); the research on the effectiveness of the summary in mathematics classes and the research on the teaching practice of summarizing a lesson (some teaching cases of different types of class and individual interviews with teachers).Eventually, this thesis combines theory with practice of the specific situation, drawing a conclusion of the effective summary in mathematics classes of senior high school. The conclusion is that a scientific and successful summary can not only play a very important role in teaching contents, but also can expand the teaching contents, making students maintain a strong thirst for knowledge and a strong interest in learning and having good effects on after-class study.