Studies On Teaching Design And Practice Of Mathematics Activity Class In Junior High School

After reading large numbers of literature and documents, I came to conclusions as below:Even though we have witnessed a long history of Math activity curriculum, and gathered lots of practical experience of it, some of which has already upgraded to theory, and there are a great many documents and works of it, we still haven’t studied the math activity curriculum systematically. So far, what we have got are all scattered studies, so it is not so convenient for the teachers to apply them into practice. In this thesis, I wish to give my insights to the teachers through my systematical designs and practices in the math activity curriculum. As the most important part in this thesis, chapter three started with basis and principals which provide the theoretical support for the design of math activity curriculum. Based on general teaching design, this part will explain the procedure of the design of math activity curriculum systematically by analysis of the designs of teaching aims, methods, procedure, evaluations, and the choosing of activities. As for the chapter four, I will focus mainly on the practices of the math activity curriculum which including teaching principals and models. Due to the abundance of studies in practices, a general description without detail will be presented in this part. The design and practical cases of activity curriculum will be discussed in chapter five. I have chosen five different designs of math activity curriculum and picked two typical designs from them to carry them out in real classes and kept a record of them to verifying the theory in chapter three and providing direct experience to fulfilling and perfecting this thesis.Due to the limits of time and practical chance, the thesis couldn’t be flawless. For example, there is no detailed information of the design of methods and procedure of the math activity curriculum and the discussion of the practical teaching model are too general.