Experimental Study On Concept-based Teaching Design In Mathematics

This study is made up of the oretical and experimental research.Firstly,based on the integrative trend of curriculum and teaching reform in the world and the practice of Mathematics teaching design in current junior high school.we reflect from the teaching present condition,arrange in order of the new Teaching material,student's level of Mathematics comprehend and some problems fours in the teaching design mode,Aim at this realistic condition:The traditional teaching lacks the integration thought with course and teaching design;the structure system and logic system of arranging in order of knowledge change nonobviously in the new material;The student lacks comprehension in deep layer of Mathematics.so we put forward the speculation of experimental study on concept-based teaching design in Mathematics.Under the primary idea,objectives and requirements of new mathematical curriculum;based on the study datas of students'cognize development this study and the influence of system theory,the information dissemination theory,teaching theory and studying theory,this study constructed the model of born systemic includes four levels and six subsystems.A Mathematics comprehend of four layer classes development process model includes experience comprehend,the common sense comprehend,the logic comprehence and the idea comprehence and instructional theory of re-creation.The constructed the theoretical model of concept-based teaching design in Mathematics.Secondly,rely on the design principles of concept-based teaching design,Mathematics comprehension layer class development model,the four layers,double triangles and double backs in the born system model and ructional theory of re-creation.To help teachers how to restablish the inside logic contact in the dispersion of the knowledge network,to promote the deep comprehension,we give the following the research results from macro view and tiny view:macro view: The procedure and method of concept-based teaching designCirculate the mechanism,method and modelconcept-based teaching designtiny view:Four core main factors design of concept-based teaching designCorn concept designQuestion design Activity designEvaluate designLastly,take concept-based teaching design as independent variable and student's Mathematics view and mathematics study view,Study result and Mathematics concept comprehension as dependent variables,With 68 students selected form grade 2,the study makes a comparative research,using three units whose topic named"square distance,not equation,function"as a case.Analysing the influence of concept-based teaching design mode and method to student's Mathematics view and Mathematics study view;Study result and Mathematics concept comprehension. results indicated:It have some obvious improvemences are as follows:the interest in Mathematics,Mathematics study method,the complexity,extensively and comprehension of the function knowledge and the consciousness and methods of combing and inducing knowledge.It's more advangtages to improving the student's study result.It has trends from comprehension in experiences layer to concept layer in the comprehension of the function knowledge.