Research On Junior Middle School Mathematical Concept Teaching Design Based On The Theory Of ACT-R

Teaching the concept of mathematics is very important in high school education, which is the essential portion in the teaching of fundamental knowledge and skill. Understanding the concept correctly is the foundation to learn mathematics well, and optimization of teaching the concept is an important part to improve the teaching quality of mathematical course in high school.Study of a concept is not as easy as it looks like. A concept is always brief. Every word in the concept, the structure of each sentence, even each punctuation could be very important, which cannot be any error. When a high school student is learning a concept, he may make lots of mistakes, such as not fully understanding the concept, easily forgetting what he learned, easily being confused by similar concepts, inappropriately using the concept, etc. To achieve the teaching goal, a lot of repeatable practice is required by the teacher. Many teachers have noticed this issue in teaching the concept, and they start to do the research to find the effect course design and optimize the course design for concept teaching.This paper gives out the principles which should be followed to optimize the course design in concept teaching based on the study of the theory of cognitive learning. This paper tried to find the theoretical foundation for student’s cognitive behavior by doing the study of ACR-T theory. This paper gives the principle for course design in theory and explains it using several examples by integrating three design parts in teaching mathematical concept, which are appropriate introduction of the concept, creation and formation of the concept, and consolidation and application of the concept. Through the study in this paper, the author wants to give some valuable references for teachers in high school and feasible suggestions for fundamental education.