Research On Instructional Design Analysis Of Process Perspective Based High School Mathematics

Under the guidance of the concept of the new curriculum reform,China hascarried out a new round of curriculum reform in the21st century. Our trainingobjective, which is three-dimensional, is knowledge and skills, processes andmethods, attitudes and values and so on.“processes and methods”, emphasizes onthe value of the learning process and learning methods, is as an important area ofcurriculum objectives. On the contrary, traditional chinese education is characterizedby attention to the training of basic knowledge and basic skills. At the same time,due to the impact of the current evaluation system, some front-line teachers do notcare about the actual background of mathematical problems and how does a mathproblem is brought up and neglect how definitions, theorems, mathematicalconclusions are produced. They directly tell the definition of concepts, theorems andproperties to students, even ready-made problem-solving routines. They, then, letstudents mechanically do a lot of exercises to remember. It is negative for long-termlearning and development, so the process teaching is especially important.We first introduce the research background, questions in the research and thesignificance of the research and gather some information about the process ofteaching, teaching knowledge, instructional design at home and abroad. we, then,propose that bring procedural knowledge into teaching knowledge and describe thetheoretical basis of the process teaching. Based on these, we select15high schoolmathematics teachers who come from the8th High School, the23th High Schoolfrom Urumqi and the Xinjiang Normal University Attached High School and66other high school mathematics teachers, who participate in continuing education inXinjiang Normal University in the summer holiday of2011, as our research objects.Through questionnaires, reading instructional designs, classroom observations andafter-school interviews, we analysis high school math teachers’ awareness of thegoal of the process from macro and micro aspects, investigate whether mathematicsteachers choose “process and methods” as their teaching target in the class andreveal main factors restricting the process teaching to be achieved. We findthat:(1)When mathematics teachers in high school design their instructional designs,they can understand the basic concept of “process and methods”.(2)Most teacherswill implement the concept in their own instructional design, but there are a certainpercentage of teachers still not paid much attention to “process and methods” inteaching.(3)There are many factors affect the goal of “process teaching” to be achieved, such as high school mathematics teachers has not changed their conceptsto accept this new teaching idea, sources of their instructional designs are too single,the Rigid test evaluation system, the pressure of passing the university entranceexam and so on. Based on above studies, we practice and explore the instructionaldesign which grounds on the process-based view of mathematical concepts,theorems, exercises, and then propose teaching suggestions and strategies.