Empirical Study on Senior High School Mathematics Teachers' Understanding the Situations of Students' Learning before New Class

Abstract

This research focused on the current state of the senior high school mathematics teachers’ understanding the situations of students’ learning before new class, and adopted an open-ended structure questionnaire and the method of interview to collect dada. A total of 72 senior high school mathematics teachers from nine cities at Shandong Province participated in this survey. This research adopted the way of face to face to collect information. The results indicated: (1) 62.5% of the senior high school mathematics teachers usually adopted the way of oral communications (e. g., asking the class representatives of their subjects, inquiring the students face to face, and asking students in their class randomly) to understand students’ learning before new class;(2) 58.33% of the senior high school mathematics teachers usually understood the situations of middle level students’ learning before new class; (3) 36.11% of the senior high school mathematics teachers often understood the cases of about 5 students’ learning in their class; (4)54% of the senior high school mathematics teachers usually took about 5 minutes to understand the situations of students’ learning before new class; (5) 52.78% of the senior high school mathematics teachers usually understood the situations of the students’ mastering basic mathematics knowledge and students’ achievements of problems solving. Therefore, the current senior high school mathematics teachers’ understanding about the situations of students’ learning was obviously too simple and unscientific, which should be one of the radical causes of some difficulties in the current senior high school mathematics teaching.