The Research On Instructional Design For Mathematics Of The High School Based On Constructivism

Constructivism is the farther development of the theoretical study when behaviorism has already developed into cognitions. It is a battle of modern educational psychology. Its theory focuses on that study is not the passive reception of knowledge; but an active process of construction. The instructional design using the system approach transforms the principle of study theory and instructional theory into its systematized process for instructional links, such as instructional goal, instructional condition, and instructional method and instructional appraisal. With the daily popularization of multi media and network technology, it provides ideal leaning environment with formidable material pro, which is advocated by constructivism. It makes instructional design based on constructivism develop grad ally. Because these kind of instructional design emphases students are the master of cognitive process and the active constructor of significance, it is good for students to explore and discover initiatively. It is also good for raising creative persons. It is the prominent advantage of constructivism.The thesis is taken documentary research method and case method. The instructional design for mathematics for high school that is mentioned in this thesis refers to mathematics classroom instructional design for high school. It is proposed in view of traditional high school mathematics instructional design malpractice and present high school mathematics education reform idea. It elaborates high school mathematics instructional design principle based on constructivism and proposes a operative method and step of high school mathematics instructional design which is based on constructivism:⑴goal analysis;⑵students'characteristics analysis;⑶situation establishment;⑷ value reconsidering;⑸independent study design;⑹instructional appraisal design. The thesis is based on the opposed view of famous academician in home and abroad, elaborate constructivism is not perfect.This thesis proves that high school mathematics instructional design based on constructivism emphases students are the center. All the instructional designs are all around how the students realize construction of significance. It emphases the function of situation conversation, cooperation and construction of significance. Teachers play the role of instruction, help and appraisal. It values to raise students'creative consciousness and improve students'innovational ability and comprehensive quality. It is good for raising students'innovational consciousness and practice ability. Raising students'mathematics accomplishment is of great importance to students'life-long learning and development.