A Study On Classroom Instructional Design Based On Variation Theory

Instructional design is prior to teaching behavior.From the perspective of the teachers’ practice results,there are all sorts of problems for instructional design activities in the concept of new curriculum reform.Instructional design as a discipline,its development is closely related to the development of learning theory,but,behaviorism,cognitive information processing theory and social constructivism learning theory research is not initially focu ed on classroom teaching,they lack of specific teaching strategies when using directiy in classroom teaching operation.Variation theory is a learning theory put forward by Swedish Marton based on a series of problems in the classroom teaching,it focuses on creating the significance of learning content,and using the variation pattern,which helps students to master the critical features of things.Variation theory enlightens significance to teachers’ instructional design activities.This paper tries to use variation theory as the instruction,practice research was conducted on the teaching design of the junior middle school mathematics concept,proposition and function thought method.Research conclusions are as follows:(1)Using the variation theory to guide the mathematics concept instructional design,the key is to master the essential attribute of mathematical concept,the knowledge structure provide the study of the concept of external;(2)Using the variation theory to guide the teaching of mathematical proposition design,from the proposition explore,proposition prove and the usage of proposition three stages: proposition in the exploratory stage,Creating the environment of graphics movement,which embodies the comparison and classification function;In the proposition proof stage,they can use counter-example directly for simple proposition,which reflect the comparison function of the variation pattern;For complex propositions,which mainly reflect in more than one methods for one exercise;In the use of the proposition phase,they mainly manifest in two aspects: pure mathematics problem-solving and realistic mathematical problem solving;(3)using the variation theory to guide the mathematical function instructional design,from the perspective of the concept of function,grasp the nature of the concept of function,figure out irrelevant features;make the design around the function of image and nature around the function ciritical features in the changeable environment,combined with function images,to summarize function properties,reflecting the variation pattern of contrastion,classification,separatation and integration;Through solving practical problems,summing up the relationship between function and equation;To solve the practical problems with function including the problems that the form of text,the form of image change into algebraic form.After the test,students can better grasp on the concept and the critical features of quadratic function,quadratic function of the image and nature as well as the use of function of thought to solve practical problems,for using the number form combining ideas critically quadratic function of the special value of quadratic function and a quadratic equation,a yuan quadratic inequality problems also exist in such a relationship.