Teaching-case Study On Conceptual Change Based On CTCL Paradigm

In junior high school, it’s necessary procedure of the mathematics concept learning. Applied on mathematics is built up on the basis of the concept of acquisition, by studying the literature, I found that, there is a big problem for students to understand and apply the concept of junior mathematics in the process of junior mathematics concept learning. They played more emphasis on the ex-concept, but the true sense is the concept learning, which is to rely on the process of conceptual change (learning internalized). According to statistics,20 percent of teachers presented the strategy concepts from psychological perspective, ignoring the creation of cultural environment in learning. In the process of conceptual change, the majority of teachers completed conceptual change by "exercises-stuffed", ignoring the individual optimization strategies during the transition, even overlooked the formation of scientific concepts which is own internalized. This article use CTCL paradigm to design a case of conceptual change of junior mathematics, take students’ learning environment seriously and the formation of scientific concepts in a suitable learning environment for students, respect learning characteristics of each student, solve policy issues of Personalized Learning, and promote the cognitive of science concept.This paper consists of five parts:First part is the preface, including the problem proposed which is in connection with opportune research methods, and the innovation of this paper.Second part is the theoretical, identified problems and based on the characteristics of CTCL Paradigm, sorted out the theory then finish it.Third part is the teaching mode, which concerned about the students’ learning cultural environment, cultural environment is divided into four categories, namely families’, technological, teachers’and peer groups" cultural environment. The design of changed conceptual have three stages. They are the stage of formed ex-concept, consolidation of conceptual and formation of scientific conceptual. Finally, becoming a teaching model of conceptual change based on CTCL paradigm.Fourth, the case design of junior mathematics based on CTCL paradigm. according to the teaching mode of, third chapter I have a specific design of teaching activities in junior mathematics linear function, which has three stage, the teaching process also has three teaching activities corresponds to the three stage of teaching mode. The final design is the evaluation of teaching effectiveness in three stages, namely, diagnostic assessment, formative assessment and summative evaluation, in order to evaluate the effect of concept learning supported by the environment and technology.Fifth, organize the empirical teaching, extraction education events or special individual cases in teaching case to study. Put junior mathematics linear function as an example for empirical research, through data derived from empirical research, analysis students’ results and status in the process of conceptual change. Whether the student conceptual change, not only through analysis of experimental data, but also through analysis verification of questionnaires and concept maps. Classification of conceptual change’s case law in the evaluation of diagnostic, formative and summarize, summed up the highlights and innovations of the paper.Sixth, the Summary section, summed up the characteristics of this article by the results of empirical research, which mixed the element of CTCL with conceptual change, while reflection deficiencies of this article.