A Study On The Instructional Design Of Mathematics For J Unior Middle School Based On Constructivism

Because of the traditional mathematics teaching idea, students’ active learning process of knowledge has been seriously neglected. This phenomenon not only contradicts to the objective laws of learning and students’ psychological characteristic such as self-consciousness, but also restricts the development of students’ personality and ability. While the teaching theory of Constructivism emphasizes student-centered, which encourages students to actively explore, discover the knowledge and construct its significance. It also advocates learning activities in a community, emphasizing that the "communication and cooperation" is an important way of learning. This makes three-dimensional objects combined perfectly, which is a new teaching idea pursuit by the current teaching.In this thesis, the author used literature study, questionnaire and quantitative research to study the drawbacks of the traditional teaching. Based on Constructivism knowledge view, learning theory and teaching theory, the author wrote the study of mathematics teaching design for junior middle school under the view of constructivism. This paper is divided into four parts. For the first part, it mainly introduces the constructivist learning theory, which provides theoretical support for the instructional design of constructivism. The second part deals with the questionnaire survey on the current situation of mathematics teaching design in junior middle school, and makes an objective analysis. It provides practical significance for instructional design based on Constructivism. Third, focus on the general principles of instructional design and put forward the viewpoint of constructivism, constructivist view of junior high school mathematics teaching design mode, which provides a model for the junior middle school mathematics teaching design. Fourth, a same base powers "multiplication" teaching design under this mode, so that the organic unity of theory and practice. The third part focuses on the general principles and provides a model for junior middle school mathematics instructional design. In the fourth part, the author makes an instructional design of “the same base powers” under this mode, which reaches the organic unity between theory and practice.