1、本科毕业论文论文题目THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH作者姓名指导老师教授所在院系外语系专业名称英语完成时间编号2013030401研究类型教学研究分类号H31本科毕业论文诚信承诺书中文题目数学有效教学策略对英语教学的启示外文题目THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH学生姓名学生学号院系专业学生班级0904学生承诺我承诺在学士学位论文（设计）活动中遵守学校有关规定，恪守学术规范，本人学士学位论文（设计）内容除特别注明和引用外，均为本人观点，
2、不存在剽窃、抄袭他人学术成果，伪造、篡改实验数据的情况。如有违规行为，我愿承担一切责任，接受学校的处理。学生（签名）年月日指导教师承诺我承诺在指导学生学士学位论文（设计）活动中遵守学校有关规定，恪守学术道德规范，经过本人核查，该生学士学位论文（设计）内容除特别注明和引用外，均为该生本人观点，不存在剽窃、抄袭他人学术成果，伪造、篡改实验数据的现象。指导教师（签名）年月日CONTENTS1LITERATUREREVIEW12TEACHERSQUALITIESFOREFFECTIVETEACHINGOFMATHEMATICS23CHARACTERISTICSOFEFFECTIVETEACHINGOF
3、MATHEMATICS44STRATEGIESOFEFFECTIVETEACHINGOFMATHEMATICS65THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH951SITUATIONALTEACHING952CONCEPTUNDERSTANDING953LOGICALTHINKINGTRAINING1054LEARNINGANDPRACTICECOMBINED1055GRAPHICALSUMMARIZING116CONCLUSION11BIBLIOGRAPHY12THEENLIGHTENMENTOFEFFECTIVETEAC
4、HINGOFMATHEMATICSTOENGLISHMATAOTUTORGAOXUYANGDEPARTMENTOFFOREIGNLANGUAGES,COLLEGEOFARTSANDSCIENCE,HUBEINORMALUNIVERSITY,HUANGSHI,CHINA,435002ABSTRACTINRECENTYEARS,DOMESTICSCHOLARSHAVERESEARCHEDALOTONEFFECTIVETEACHINGFROMMACROANDMICROPERSPECTIVESONABASISOFIT,THEPAPER,FROMTHEVIEWOFSUBJECTCOMBINATION,T
5、AKESANALYSISOFTHREEPOINTSTEACHERSQUALITIESFOREFFECTIVETEACHINGOFMATHEMATICSCHARACTERISTICSOFEFFECTIVETEACHINGOFMATHEMATICSSTRATEGIESOFEFFECTIVETEACHINGOFMATHEMATICSAMIDTHESE,ENLIGHTENMENTISATTACHEDTOTHEEFFECTIVETEACHINGOFENGLISHKEYWORDSEFFECTIVEMATHEMATICSTEACHINGEFFECTIVEENGLISHTEACHINGENLIGHTENMEN
6、T数学有效教学策略对英语教学的启示指导教师（）摘要近年来，国内学者从宏观和微观角度对有效教学做出了许多研究。基于这些研究，本文从学科结合角度进行了三点探究数学有效教学中的教师品质、数学有效教学的特征以及数学有效教学策略。在探究过程中，得出了一些对英语教学的启示。关键词数学有效教学；英语有效教学；启示中图分类号H31湖北师范学院文理学院2013届外语系毕业论文1THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH1LITERATUREREVIEWCHINAHASAUNIFIEDCURRICULUMINTHEEARLY1950S,CHI
7、NATOOKTHESOVIETMATHEMATICSCURRICULUMTHEREFORE,THECURRICULUMFOCUSESMOREONFORMALANDRIGOROUSMATHEMATICALLANGUAGEINTHELATE1970S,CHINESESYLLABUSOFMATHEMATICSTEACHINGFORELEMENTARYANDSECONDARYSCHOOLSREQUIREDSTUDENTSTOUSEMATHEMATICALKNOWLEDGETOSOLVEPRACTICALPROBLEMSIN1988,THESYLLABUSCLEARLYPOINTEDOUTTHATSTU
8、DENTSSHOULDNOTONLYBEABLETOCALCULATECORRECTLY,BUTALSOBEABLETOUNDERSTANDTHEPRINCIPLESOFMATHEMATICALOPERATIONS,ANDUSEAPPROPRIATESTRATEGIESTOSOLVEPROBLEMSIN2001,NINEYEARCURRICULUMSTANDARDSCOMPULSORYEDUCATIONWASPUBLISHED,REPRESENTINGTHENEWESTWAVEOFTHECURRICULUMREFORMRATHERTHANANATIONALUNIFIEDTEXTBOOKS,MU
9、LTIPLESETSOFTEXTBOOKSANDTEACHINGMATERIALSHAVEBEENDEVELOPEDANDISSUEDACCORDINGTOTHENATIONALCURRICULUMSTANDARDSINADDITIONTOTHEBASICKNOWLEDGEANDSKILLS,THENEWCURRICULUMPUTSEMPHASISONCONNECTINGMATHEMATICSTOREALLIFE,SOASTOTRAINSTUDENTSINTERESTANDCREATIVITYINMATHEMATICSTHECONCEPTIONOFMATHEMATICSCANBEVIEWEDA
10、STHETEACHERSCONSCIOUS,CONCEPTS,MEANINGS,RULES,MENTALIMAGES,ANDPREFERENCESCONCERNINGTHEDISCIPLINEOFMATHEMATICSONTHEBASISOFERNESTTEACHERSVIEWMATHEMATICSCANBEVIEWEDFROMTWOPERSPECTIVESINSTRUMENTALANDSTRUCTURALFROMINSTRUMENTALASPECT,MATHEMATICSISSEENASABAGOFTOOLMADEUPOFANACCUMULATIONOFFACTS,RULES,ANDSKIL
11、LSFROMTHESTRUCTURALASPECT,MATHEMATICSISSEENASAUNIEDBODYOFKNOWLEDGE,ACRYSTALLINEREALMOFINTERCONNECTINGSTRUCTURESANDTRUTHS,BOUNDTOGETHERBYLAMENTSOFLOGICANDMEANINGWHILETHEINSTRUMENTALVIEWPAYSMOREATTENTIONTOTHEFUNCTIONSOFMATHEMATICSKNOWLEDGEONITSEXTERNALWORLD,THESTRUCTURALVIEWPUTSTHEEMPHASISONTHECOMPLEX
12、ITYOFTHEINTERNALSTRUCTUREOFTHEKNOWLEDGEITSELF湖北师范学院文理学院2013届外语系毕业论文2ACCORDINGTOTHOMPSON,THEBELIEFSOFTEACHINGMATHEMATICSCANBEREVEALEDINFOLLOWINGASPECTSDESIRABLEGOALSOFTHEMATHEMATICSPROGRAM,THETEACHERSROLEINTEACHING,APPROPRIATECLASSROOMACTIONANDACTIVITIES,DESIRABLEINSTRUCTIONALAPPROACHESANDEMPHASESAND
13、LEGITIMATEMATHEMATICALPROCEDURESRESEARCHERSHAVERAISEDDIFFERENTTEACHINGMODELSBASEDONEXAMININGONEORMULTIPLEASPECTSOFTHETEACHINGBELIEFSMENTIONEDBYTHOMPSONSTRATEGIESOFMATHEMATICSEFFECTIVETEACHINGINCLUDEPREPARINGSTRATEGY,PARTICIPATINGSTRATEGYANDPROCESSSTRATEGYCHARACTERISTICSOFPREPARINGSTRATEGYCONSISTOFCO
14、HERENT,COMPREHENDANDREFLEXIVITYPARTICIPATINGSTRATEGYCONTAINSFULLPARTICIPATIONOFSTUDENTS,FLEXIBLEATMOSPHEREANDLOGICALTHINKINGTRAININGGOODQUESTIONING,EXAMPLES,PRACTICEANDSUMMARIZEARETHESTRATEGIESOFPROCESSENGLISHANDMATHEMATICSARETWOMAINCOURSESOFCHINESESTUDENTSITISHIGHTIMETOPUTOUREFFORTSONEFFECTIVETEACH
15、INGFROMSUBJECTCOMBINEDVIEWWECANTAKEEXAMPLEBYMATHEMATICSEFFECTIVETEACHINGWHICHCANIMPROVEENGLISHEFFECTIVETEACHINGASMENTIONEDABOVE,WEMAYPROPOSETHREETEACHINGMODELSOFMATHEMATICSINSTRUCTORMODEL,EXPLAINERMODELANDFACILITATORMODELFORTHEINSTRUCTORTEACHER,HEUSUALLYFOCUSESONSTUDENTSKILLMASTERYANDCORRECTPERFORMA
16、NCEEXPLAINERTEACHERCONCENTRATESONCONCEPTUALUNDERSTANDINGFACILITATORTEACHERFOCUSESONSTUDENTCONFIDENCEINPROBLEMPOSINGANDSOLVINGFROMTHESEMATHEMATICSTEACHINGVIEWS,ITISEASYFORUSTOEXPLORETHEUSEFULSTRATEGIESFORENGLISHTEACHING2TEACHERSQUALITIESFOREFFECTIVETEACHINGOFMATHEMATICSASTABLE1SHOWS,TEACHERSHAVETHEID
17、EALMODELOFANEFFECTIVETEACHERTHESESKILLSARESIGNIFICANTFORTEACHERSMOSTTEACHERSAGREETHATANEFFECTIVETEACHERSHOULDBEENTHUSIASMANDHAVESTRONGKNOWLEDGEANDKNOWINGIMPORTANTANDDIFFICULTPOINTSTHEYHOLDDIFFERENTVIEWSABOUTUNDERSTANDINGSTUDENTSANEFFECTIVETEACHERISTHEONEWHOISAGOODPLANNERANDSUMMARIZERSTILLNEEDTOBEDIS
18、CUSSED湖北师范学院文理学院2013届外语系毕业论文3TABLE1TEACHERSVIEWABOUTTEACHERSQUALITIEST12345678910ENTHUSIASMUNDERSTANDINGSTUDENTSGOODPLANNERGOODSUMMARIZERKNOWINGIMPORTANTANDDIFFICULTPOINTSSTRONGKNOWLEDGEAMEANSTHATTHETEACHERAGREETHESTATEMENTENTHUSIASMTEACHERSSHOULDNOTONLYBEENTHUSIASMTOTHEMATHEMATICSSUBJECTBUTALSOTOTH
19、ESTUDENTSTEACHER1ISANEWTEACHER,BUTTHEPERFORMANCEOFHISCLASSISTHEBESTHEBELIEVESTHESUCCESSOFHIMSELFISENTHUSIASMTEACHER3SAYSTHESTUDENTSINHISCLASSISNOTINTERESTEDINMATHEMATICS,BUTTHEYLOVEHIM,STUDENTSLIKEHISENTHUSIASMANDHUMOROUSTEACHER9CLAIMTHATIFSTUDENTSLOVEYOU,THEYWILLLOVEMATHEMATICSANDWILLINGTOSTUDYDISA
20、PPROVERSTHINKTHATENTHUSIASMISIMPORTANT,BUTNOTTHECHARACTERISTICOFANEFFECTIVETEACHERUNDERSTANDINGSTUDENTSSIXTEACHERSTHINKTHATANEFFECTIVETEACHERKNOWSWELLABOUTSTUDENTSINTERESTONLYTEACHERSUNDERSTANDINGSTUDENTSCANTHEYHAVEAGOODRELATIONSHIPWITHTHEMTHEBESTRELATIONSHIPBETWEENTEACHERSANDSTUDENTSISFRIEND,WHICHC
21、ANCREATEFLEXIBLEATMOSPHEREDURINGCLASSTEACHER1HASANADVANTAGEINTHISASPECT,FORHEISSOYOUNGTHATJUSTLIKEASTUDENTHEKNOWSWHATHISSTUDENTSINTERESTSANDTHOUGHTSBYCONTRAST,TEACHER9ISANOLDANDEXPERIENCEDTEACHER,HAVINGTAUGHTMATHEMATICSFORALMOSTTHIRTYYEARSBUTHEISNOTANOLDFASHIONEDTEACHERWHATMAKESHIMPOPULARINTHECLASSI
22、SPRESTIGEALLHISSTUDENTSRESPECTHIMFORHISRESPECTANDUNDERSTANDOFSTUDENTSGOODPLANNERITISACONTROVERSIALABILITYOFANEFFECTIVETEACHERTEACHERSWHOTHINKTHISABILITYISNOTNECESSARYTOGIVETHEIRREASONTHATSTUDENTSARETHEMAINPARTINCLASSTHEPLANMAYLIMITTHEMULTIPLEDEVELOPMENTOFTHEMOTHERSFIRMLYBELIEVEWITHOUTAGOODPLANHARDLY
23、CANTEACHERSGIVEASUCCESSLESSONTEACHER7MEMORIESTHATTHEWORSTLESSONHEGAVEISTHEONETHATWITHOUTAPLANBEFORECLASSINTHATCLASS,HEDIDNOTKNOWWHATTODOAFTERCLASS湖北师范学院文理学院2013届外语系毕业论文4BEGAN,ONLYLETSTUDENTSWROTEHOMEWORKGOODSUMMARIZERDIFFERENTTEACHERHASDIFFERENTUNDERSTANDINGABOUTTHEMEANINGOFGOODSUMMARIZERTHEONLYTHRE
24、EAGREEATTHISPOINTTHINKTHATSUMMARIZERISNOTTOSUMMARIZEFORSTUDENTSDIRECTLY,BUTTEACHTHEMHOWTOSUMMARIZEBYTHEMSELVESTHOUGHSOMETIMESTEACHERSDONEEDTOSUMMARIZEDIRECTLYFORSOMEKNOWLEDGEISTOOHARDFORTHEMTOSUMMARIZETHEMSELVESTHEOTHERSAREOPPOSEDTOTHEIRVIEWPOINTKNOWINGIMPORTANTANDDIFFICULTPOINTSASATEACHERSELDOMHASP
25、EOPLEDISAGREETHATKNOWINGIMPORTANTANDDIFFICULTPOINTSISNOTAMUSTABILITYIFATEACHERDOESNOTKNOWTHEIMPORTANTANDDIFFICULTPOINTS,HEWILLHAVENOIDEAOFWHATSTUDENTSNEEDTOKNOWANDTHEIRWEAKNESSINOTHERWORDS,ATEACHERDOESNOTKNOWIMPORTANTANDDIFFICULTPOINTSMEANSHEHASNOTCOMPREHENDEDTHEKNOWLEDGEHIMSELFSTRONGKNOWLEDGEALMOST
26、ALLOFTHEMBELIEVETHATANEFFECTIVETEACHERSHOULDHAVESTRONGKNOWLEDGEHIMSELFNEVERTHELESS,TEACHER6ARGUESTHATHISPROFESSIONALKNOWLEDGEISNOTSTRONGENOUGHWHENHEGRADUATESFROMUNIVERSITY,BUTHEKEEPSLEARNINGDURINGTEACHINGPROCESSANDCANDOWELLNOWHETHINKSATEACHERSHOULDKEEPLEARNINGLIFELONGNOONECOULDHAVESTRONGKNOWLEDGEFOR
27、EVERIFHEDOSENOTKEEPLEARNING3CHARACTERISTICSOFEFFECTIVETEACHINGOFMATHEMATICSACLASSWHICHANEFFECTIVETEACHERGIVESISNOTEQUALTOANEFFECTIVECLASSTHESTANDARDOFANEFFECTIVECLASSISMEASUREDFROMSTUDENTASPECTSTUDENTSCANSTUDYBETTERINAFLEXIBLEATMOSPHERELIMITEDBYTHEIRAGE,TEACHERSNEEDTOLEADSTUDENTSTOTHERIGHTWAYOFLEARN
28、INGTABLE2LISTSSEVENMAINCHARACTERISTICSOFANEFFECTIVECLASSTABLE2TEACHERSVIEWABOUTCHARACTERISTICST12345678910COHERENCECOMFORTABLEATMOSPHEREMEANINGFULQUESTIONINGGOODEXAMPLES湖北师范学院文理学院2013届外语系毕业论文5GROUPWORKSUFFICIENTPRACTICESCLEARLYSUMMARIZEAMEANSTHATTHETEACHERAGREETHESTATEMENTCOHERENCECOHERENCEMEANSTHES
29、ITUATIONINWHICHALLTHEPARTSOFSOMETHINGFITTOGETHERWELLTHECOHERENCEOFALESSONISTHEGUARANTEEOFKNOWLEDGECONSISTENCYALLTENTEACHERSTHINKTHATANEFFECTIVELESSONISCOHERENCEANDHASACOHERENTSTRUCTURE,WHICHINCLUDESFOLLOWINGPROCESSINTRODUCING,EXPLAINING,QUESTIONING,PRACTICINGANDSUMMARIZINGTEACHER6MENTIONSTHATINTRODU
30、CINGISVERYIMPORTANTBECAUSEITISTHECONNECTIONBETWEENOLDANDNEWKNOWLEDGESTEACHER9CLAIMSTHATGIVINGALESSONISTHESAMEASTELLINGASTORY,ITISIMPORTANTTOCATCHSTUDENTSATTENTIONONLYCOHERENCESTORYCANLISTENERUNDERSTANDWHATYOUSAYANDDOWHATYOUWANTTHEMTOCOMFORTABLEATMOSPHERESTUDENTSCANSTUDYHAPPILYINACOMFORTABLEATMOSPHER
31、EANDNONEOFTHEMWANTTOSTUDYINANUNCOMFORTABLEATMOSPHERECOMFORTABLEATMOSPHEREISTHEFOUNDATIONOFANEFFECTIVELESSONSEVENTEACHERSARGUETHATTHETEACHINGPROCESSSHOULDBEFLEXIBLEORINACOMFORTABLEATMOSPHERETEACHER1ARGUESTHATTEACHERSNEEDTOBESENSITIVETOTHESTUDENTSNEEDSORPUZZLEMENTSSOMESUITABLEJOKESCOULDBEAGOODWAYTOATT
32、RACTSTUDENTSATTENTIONTEACHER7EXPRESSESHISCONCERNTHATSTUDENTSMAYBEOUTOFTEACHERSCONTROLINFLEXIBLEATMOSPHEREIFTEACHERCANNOTCONTROLTHECLASS,THETEACHINGPROCESSWILLBEAFFECTEDMEANINGFULQUESTIONINGQUESTIONASKINGPLAYSANIMPORTANTROLEINEFFECTIVELESSON,ITCANARISESTUDENTSATTENTIONANDCHECKTHETEACHINGRESULTEFFECTI
33、VEMATHEMATICSLESSONRELIESONTEACHERFACILITATINGSTUDENTSLEARNINGRATHERTHANTELLINGTHEMWHATTHEYNEEDTOLEARNTEACHER10ARGUESTHATTHEQUESTIONSINCLASSINCLUDENOTONLYTEACHERSQUESTIONBUTALSOSTUDENTSQUESTIONTOTEACHERSITISNOTENOUGHTOPUTQUESTIONSTOSTUDENTSMEANINGFULPASSONKNOWLEDGEOFASKINGQUESTIONSTOSTUDENTSISIMPORT
34、ANTASWELLITISHARDTOMAKEALLSTUDENTSUNDERSTANDWHATYOUTAUGHTTHENINDIVIDUALTEACHINGISNEEDEDTOMENDITBUTTEACHERHASNOIDEAOFSTUDENTSWEAKPOINT,EXPECTSTUDENTSASKQUESTIONSONTHEIROWNTEACHER6DONOTLIKETOASKQUESTIONMUCHHEJUDGESHISTEACHINGEFFECTBYOBSERVATION湖北师范学院文理学院2013届外语系毕业论文6GOODEXAMPLESALLTENTEACHERSTHINKHIGH
35、LYTHEROLEOFEXAMPLESINANEFFECTIVELESSONEXAMPLESAREATOOLTOHELPSTUDENTSKNOWWELLABOUTKNOWLEDGETEACHER2ARGUESTHATINORDERTOUNDERSTANDACONCEPTCLEARLY,TEACHERSNEEDTOUSECONCRETEEXAMPLESTOILLUSTRATETEACHER8POINTOUTTHATWHENTEACHINGTHECONCEPTIONOFACIRCLE,HELETTHEMTRYTODRAWACIRCLEBYTHEMSELVESBUTSOMESTUDENTSMIGHT
36、HAVEAPROBLEMDRAWINGAGOODCIRCLETHENHEWILLSHOWSOMEEXAMPLESANDASKTHEMTOLOOKATTHETEXTBOOKTOUNDERSTANDCORRESPONDINGCONCEPTIONSGOUPWORKMOSTTEACHERSUSEGROUPSINTHEIRTEACHINGTEACHER2RUNNINGSMALLGROUPSOFSIXSTUDENTS,WHICHHEDOESNOTNEEDTOPLANEVERYDAYTEACHER5ARGUESTHATAGROUPHASSTUDENTSINDIFFERENTLEVELSTHATTHEYCAN
37、STUDYANDHELPEACHOTHERSUFFICIENTPRACTICEPRACTICEHASTWOBASICFUNCTIONSFIRST,ITISANECESSARYPROCESSTOCONSOLIDATEKNOWLEDGEANDFACILITATEUNDERSTANDINGSECOND,ITISAMEANTOGETFEEDBACKFROMSTUDENTSSOTHATTEACHERSCANADJUSTTHEIRLATERLEARNINGTEACHER3ARGUESTHATPRACTICEPROVIDESANOPPORTUNITYFORSTUDENTSTOAPPLYKNOWLEDGEBY
38、THEMSELVESSTUDENTSCANUNCOVERTHEIRMISTAKESDURINGPRACTICETEACHER6THINKSTHATPRACTICECANHELPSTUDENTSDEEPENTHEIRUNDERSTANDINGANDTRANSFERTHEIRKNOWLEDGEINTOPROBLEMSOLVINGHOWEVER,TEACHER4DOESNOTAGREETOPRACTICEALOTANEFFECTIVELESSONCANTEACHESSTUDENTSALLTHEYNEEDTOLEARNSTUDENTSMAYTIREDOFTOOMUCHPRACTICESOMESTUDE
39、NTSDONOTWANTTOFOLLOWTEACHERSSTEPAFTERMASSIVEPRACTICECLEARLYSUMMARIZESUMMARIZEISTHEREVIEWOFLESSONDIFFERENTTEACHERHASDIFFERENTMETHODTOSUMMARIZETEACHER2LIKESTOSUMMARIZEBYTHESTRUCTURECHARTTEACHER4PREFERTOSUMMARIZEBYGRAPHICREPRESENTATIONTEACHER6INTENDSTOHELPSTUDENTSSUMMARIZEBYTHEMSELVESOTHERSDISAGREEARGU
40、ETHATITISNOTNECESSARYTOSUMMARIZEFORSTUDENTS,THEYSHOULDSUMMARIZEBYTHEMSELVESANDITISANEFFECTIVEWAYTOTRAINLOGICTHINKING4STRATEGIESOFEFFECTIVETEACHINGOFMATHEMATICSINTERACTIVEDECISIONMAKINGANDADJUSTMENTNOMATTERHOWEXTENSIVELYATEACHERPREPARESPLANS,INTHEACTUALTEACHINGPROCESS,THEREWILLALWAYSBEUNFORESEENELEME
41、NTSTHAT湖北师范学院文理学院2013届外语系毕业论文7WILLREQUIRETHETEACHERHAVINGTOMAKEDECISIONSANDADJUSTMENTSTEACHERSHAVETOHANDLEAMOUNTOFTEACHINGPROCEDURES,STRATEGIESANDINTERACTIVETHINKINGTEACHERINTERACTIVEDECISIONMAKINGISLARGELYDEPENDENTONTHETEACHERSVIEWOFWHETHERORNOTTHESTUDENTSBEHAVIORISINTOLERANCE,ANDTHESUBSTITUTESFORC
42、ORRECTIONTEACHERSHAVETODEALWITHSTUDENTBEHAVIORSDONOTTOLERATE,ANDALSOADDEDATIMEELEMENTDEALINGWITHTHEINSTANTANEITYOFTAKINGACTIONTWOABILITIESTEACHERSMUSTHAVEINORDERTOMAKEGOODINTERACTIVEDECISIONSTHEABILITYTOIDENTIFYFEATURESOFSTUDENTSUNACCEPTABLEBEHAVIORORPERFORMANCE,ANDTHEABILITYTOCHOOSEANIMMEDIATEACTIO
43、NTOCORRECTTHEPROBLEMREPRESENTATIONREPRESENTATIONREFERSTOTHETEACHERSUSINGARANGEOFMATERIALS,REPRESENTATIONS,ANDCONTEXTSFORTHESAMECONCEPTEFFECTIVETEACHERSINTHEIRSTUDYENCOURAGEDTHEUSEOFAVARIETYOFWORDS,SYMBOLS,ANDDIAGRAMSTOCONNECTDIFFERENTAREASOFMATHEMATICS,ESPECIALLYEMPHASISONMENTALCALCULATIONCLASSROOMM
44、ANAGEMENTAGOODCLASSROOMMANAGEMENTDESCRIPTIONMUSTINCLUDEDISCIPLINE,EFFECTIVENESSOFTASKS,THESMOOTHNESSANDEFFICIENCYOFCONVERSION,ORGANIZATIONALCLIMATE,SETTINGS,STUDENTGROUPTEACHING,ANDTEACHINGARRANGEMENTSTHETYPEOFMANAGEMENTUSEDBYTHETEACHERISINFLUENCEDBYTHEACTIVITYOCCURRINGINTHECLASSROOMSTUDENTSMUSTLEAR
45、NEDWHATISEXPECTEDOFTHEMINDIFFERENTPARTSOFTHESCHOOLDAYORLESSONTHEREAREMAINLYTHREESTAGESOFCLASSROOMMANAGEMENTFIRSTLY,BEFORETHEARRIVALOFSTUDENTS,THETEACHERSMAINMANAGEMENTTASKSINVOLVECLASSROOMARRANGEMENT,IDENTIFYTHEEXPECTEDBEHAVIOR,ANDPLANNINGAPPROPRIATECONSEQUENCESSECONDLY,ATTHESTARTOFTHESCHOOLYEAR,THE
46、TEACHERSMANAGEMENTTASKSINCLUDETEACHINGSTUDENTSHOWTOBEHAVE,ANDPROVIDINGSTUDENTSTHEINFORMATIONTHEYNEEDTOBETAUGHTTHIRDLY,DURINGTHESCHOOLYEAR,THETEACHERSMANAGEMENTTASKINCLUDESMAINTAINSTANDARDSTHROUGHOUTTHEACADEMICYEARTHATHAVEALREADYSETUPTHEBEGINNINGOFTHESCHOOLYEARMOTIVATIONMOTIVATIONINCLUDESNOTONLYMAKIN
47、GSTUDENTSEASIERTOUNDERSTANDANDEXCITEDABOUTTHETOPICTEACHING,BUTALSOLETTINGSTUDENTSUNDERSTANDTHEVALUEOFTHELEARNINGITSELFWHATCANTHETEACHERDOTOENHANCESTUDENTSMOTIVATIONTEACHERSMUSTKNOWTHESTUDENTSINTERESTANDTHEABILITYOFTHEMWITHTHISKNOWLEDGE,TEACHERSCANDESIGNSTRATEGIESTOTRAINSTUDENTSMOTIVATIONMOTIVATIONAL
48、STRATEGIESINCLUDEASUPPORTIVEENVIRONMENT,AN湖北师范学院文理学院2013届外语系毕业论文8APPROPRIATELEVELOFCHALLENGE,MEANINGFULLEARNINGGOALSANDMUTATIONSTRATEGYTEACHERSPLAYANIMPORTANTROLEINHELPINGSTUDENTSMAKETHECONNECTIONBETWEENTHEIREFFORTSANDSUCCESSTEACHERSSHOULDHELPSTUDENTSTOBUILDUPTHEIRCONFIDENCEBYPRAISEADAPTIVETEACHINGS
49、TUDENTSLEARNWELLWHENTEACHERSADAPTTHEIRTEACHINGSTRATEGIESTOMATCHSTUDENTSDIFFERENCESTEACHERSMUSTVARYTHEMATERIALS,WAYSOFQUESTIONING,TYPESOFPRACTICEANDFEEDBACKANIMPORTANTWAYOFADAPTIVETEACHINGISTOMAKESTUDENTSHAVEFAITHINTHEYCANFINISHTHETASKBYTHEMSELVESTEACHERSSHOULDALSOUSELINKSWITHTHEREALLIFEEXPERIENCESOFSTUDENTS,ANDUSINGCOOPERATIVELEARNINGSTRATEGIESWITHSTUDENTSTOIMPROVETHEIRLEARNINGABILITYTHETEACHERMUSTALSOBEALERTTOCULTIVATETHEEXISTINGHIGHQUALIFICATIONOFTHESTUDENTSTOPROMO
