Research On The Effectiveness Of Task Design Based On High School Mathematics Lesson Studies

As the basic form of school education,classroom teaching is the main channel for students to acquire knowledge,improve skills and form ideas.In the limited time,one of the important ways to maximize the benefit of students is to improve the effectiveness of mathematics classroom teaching.The design and use of tasks is a core issue in current research reports and research on mathematics education.The design,analysis and empirical testing of mathematical tasks is one of the most important responsibilities of mathematics education,whether for research or teaching purposes(Sierpinska,2004).As a way of research and study of school-based teaching,lesson study plays an important role in teacher professional development and school teaching reform with the ultimate goal of improving teaching.Therefore,this study takes the improvement of the effectiveness of mathematics classroom teaching as the ultimate goal,focuses on mathematical tasks,and studies the effectiveness of task design by taking the study of class examples as a means.The research mainly discusses the following two questions:1.What are the factors affecting the effectiveness of task design?2.How do these factors affect the effectiveness of task design?In this study,a preliminary mathematical task analysis framework was constructed based on relevant research literature and research results,and the content validity of the analysis framework was demonstrated by experts.Then,based on the revised analysis framework,a questionnaire on task design of high school mathematics teachers was prepared,and the content validity of the questionnaire was demonstrated by experts.Then,according to the research needs and the actual situation of the cooperative schools,two lessons of "sum of the first N items of geometric sequence" and "estimated percentile" were developed.In terms of research methods,a hybrid approach of quantitative and qualitative research is mainly adopted to collect and analyze data.For the first research question,the questionnaire survey method is mainly adopted.Through the quantitative analysis of the questionnaire results of task design of 107 senior high school mathematics teachers in Shanghai,we can understand their different understandings on the meaning,connotation,content and method of task design,as well as their difficulties and demands in the process of task design.Based on the in-depth analysis of quantitative results,the paper explores the influencing factors of the effectiveness of task design from the perspective of teachers.The second part explores how these factors affect the effectiveness of task design from the perspective of classroom teaching practice.This paper mainly adopts a hybrid research method combining quantification and quality.First of all,through the quantitative analysis of students before and after the test,to understand the specific performance and differences of the two classes of students in each lesson;Then,text analysis and video analysis are used to analyze the teachers' teaching plans and classroom videos,so as to explore the causes of the above performance and difference.The research finds that:(1)the quality of network resources,the decline of task cognition demand and the attention to "process two: employing mathematical concepts,facts,procedures and reasoning " are three important factors that affect the effectiveness of teacher task design.(2)in the task implementation stage,if the teacher reduces the original cognitive needs of the task,the effectiveness of the task design may be reduced.(3)during the task implementation stage,if teachers pay too much attention to "process two: employing mathematical concepts,facts,procedures and reasoning ",it may restrict students' ability of knowledge transfer;On the contrary,if insufficient attention is paid to "process 2",it will also restrict students' ability of knowledge transfer,which will lead to the decrease of the effectiveness of task design.The enlightenment brought by the above conclusion is: in the aspect of teaching content,dilute the form,pay attention to the essence;In the aspect of resource management,we should strengthen the control of network teaching resources and establish the resource base of mathematics special tasks.In the aspect of teacher professional development,we should enrich the forms of teaching and research activities,and strengthen the practice research of hierarchical teaching in task design.