High School Mathematics "series And Difference" Project Teaching Design Research

In 2003, the Ministry of Education has issued a“high school mathematics curriculumstandards (experimental)”in which High School Mathematics Curriculum made "series ofnumbers and difference" as a new elective series of topics. Its introduction in line with thereform of basic education needs, meet the needs of social development. difference theory as abranch of discrete mathematics is an important part of modern mathematics, which is animportant tool to address multiple areas of computer artificial intelligence, physics, andeconomics. The introduction of this topic to high school math in elective form is not just asimple decentralization, but to introduce to students the most essential, most basic content ofdifference theory. That not only extends the horizons of students, stimulates students’interestand enthusiasm in mathematics, but also makes a good foundation for their harmonious andsustainable development. For high school math teachers, how do they understand the status androle of the series and difference "? How to build the content of series and difference with the"high school mathematics curriculum standards”? Which problems should teachers payattention to in the teaching of the topic? How to design teaching to help students betterunderstand the nature of the difference theory? Those problems are basic and important issuesworthy of further study.The new curriculum reform for the first time makes“the series and difference "as the thirdtopic of the 4 elective series in high school mathematics curriculum. This article first discussesthe necessity of setting the "series and difference" in high school mathematics curriculumreform in four aspects: requirements of high school mathematics curriculum reform anddevelopment trend, need of mathematics development, needs of social life and the requirementsof mathematics education and personality development of students. Then in order to facilitatethe study, the article analyses the current status of its research and its set and advance thenecessity of design to "series and difference" in high school mathematics education.Since the design to "series and difference" course should based on actual survey data, thearticle surveyed and interviewed teachers and high school students, and analyzed the results. Onthis basis, combined with "high school mathematics curriculum standards" of "series anddifference" thematic teaching content requirements, the article analyzed characteristics of setting teaching content of this topic from the following aspects: first, setting of series anddifference should embody the basic principles of "easy"; second, the setting of series anddifference content should be the essence of mathematics, embody with the actual link andconsider the students’levels of development; third, the setting of series and difference contentshould focus on the creation of problem context which can mobilize students to learnenthusiasm, stimulate students’ interest in learning; fourth, the setting of series and differencecontent should fully reflect the occurrence and development of knowledge in order to reservespace for students’ exploration spirit and innovation capacity; fifth, the setting of series anddifference content should pay attention to the internal connection with series guide number andother relevant content in order to help students better recognize and understand the difference;sixth, the setting of series and difference content should attach importance to penetration ofmathematical culture reflecting the humanistic spirit; seventh, the setting of series anddifference content should fully embody with modern IT integration. Then, according to thefeatures of the setting of series and difference, appropriate teaching principles and methods areput forward. According to the above analysis, the author designed the topic in teaching content,teaching objectives, teaching organizational forms, teaching methods, teaching media, teachingevaluation and other aspects and finally gave two teaching cases of“series and difference”topic.In this paper, the instructional design of“series and difference”in high school math is anew trial. The subject study was designed to make high school students to expand mathhorizons, to enhance their sense of the subjectivity, to continue to develop the students’initiative and creativity and to promote students’individual and sustainable development.Meanwhile, we hope to provide some reference to observations and recommendations forfirst-line high school mathematics teacher in order to strengthen exchanges between teachers,and promote common progress.