Design And Study Of Classroom Teaching Of Lessons With Same Topic And Different Ideas Under Differentiated Teaching Of Senior School Mathematics

Mathematics classroom teaching design is the plan and blueprint of classroomteaching. A scientific and reasonable teaching design is not only a guarantee forclassroom teaching efficiency but also of great significance for the students in fourbasic aspects including learning to know, learning to do, learning to live togetherand learning to be. Since the implementation of new curriculum reform, greatchanges have happened to teachers’ mathematics classroom teaching design.However, there are still a lot of issues which have impacted on quality of teaching.This thesis is based on context above. The purpose of the study in this thesis is todiscuss how to make the senior mathematics classroom teaching design morerationally and effectively for different students under the new curriculum reform.The thesis mainly adopts three study methods: documentary research, surveystudy and experimental teaching.The study idea of the thesis is as follows. First, we consult and analyze data,find the theoretical basis for teaching, design questionnaires to investigateteachers’ thoughts and ideas about classroom teaching design, induction andreorganization, identify the problems existing in the present classroom teachingdesign and find out underlying causes. Then, under the guidance of educational andteaching theory, we put forward the basic requirements and reasonable design ideasfor classroom teaching with the same topic but different ideas under thedifferentiating teaching, starting from actual classroom teaching design mode ofteachers. In the end, we show teaching design cases and analyzes the effectiveness ofclassroom teaching design in teaching practices.This thesis consists of5chapters. Chapter1introduces the background ofquestion proposed and literature review. In Chapter2, we define related conceptionsand list characteristics of classroom teaching design for high-school mathematicsunder the new curriculum design. In Chapter3, we give the cognitive analysis of current classroom teaching design for mathematics classes with same topics butdifferent ideas under differentiating teaching and identify the problems existing inthe present mathematics classroom teaching design through survey and conductsattribution analysis of such problems. Chapter4puts forward basic requirements formathematics classroom teaching design and rational classroom teaching design ideasagainst existing problems. In Chapter5, we analyze teaching case and teachingperformances.Through the studies, the writer of this thesis believes that, classroom teachingdesign of senior mathematics classes with the same topic but different ideas underdifferentiating teaching should comply with the following requirements: teachersshall be good at creating opportunities for further training, participate in mathematicscurriculum training actively, improve overall grasp of mathematics classes, have anall-around understanding of students’ knowledge basis, cognitive level, cognitivestructure and learning attitudes, adjust classroom teaching design strategy anddetermine the principal status of students, implement tutorial system, improve themutual understanding between students and teachers, strengthen the communicationand mutual learning with junior school teachers, grasp the framework of the juniormathematics and systematize the mathematics teaching resources.The design idea is as follows. First, the teachers study mathematics textbooksand relevant teachers’ books carefully. The writer finds from the study that two timesof compendium reading of the textbooks would give the reader a good understandingof textbooks’ framework and contents. Second, the teachers finish examples andafter-class exercises on the textbooks and relevant exercises on reference documentsand also think prior to students. Third, the teachers conceive the mathematicsclassroom teaching design. Fourth, the teachers search relevant mathematicsteaching resources. Fifth, the teachers collate into written classroom teaching designto show the teachers’ theory accomplishment, logic thinking level, structure planningcapacity and accumulate precious first-hand teaching resources. Sixth, the teacherscommunicate with students and reflect on the teaching.Teaching experiment is at the end of the thesis. We compares the mathematicsstudy state and mathematics academic test passing rate of the students of experimentgroup and the control group through teaching effect analysis, and it could be foundthat the revised mathematics classroom teaching design is feasible and effective.