| With the rapid development of education technology in the world, it is becoming more and more profound in the field of basic education that the influence of constructivism theory emphasizing "taking students as the center".Today, a new curriculum reform of high school mathematics will come in our country. It is the research emphasis in this thesis that how to apply constructivism education theory in specific mathematics curriculum teaching practice effectively, combining with the regional implementation of the hierarchical teaching.In this thesis, we select the medium students ignored easily by educators in stratification teaching as the research object, and select the curriculum of function occupying the important status in the high school mathematics as the concrete research content. Whole thesis centre on the important thoughts of study, instruction and knowledge thoughts based in the theory of constructivism. The comprehensive verification is given -from the constructions of knowledge system and thinking methods, learning environment design, collaborative learning and informatization teaching."Situation, communication, meaning construction" are crystallized.In the study of this thesis, in addition to using the literature research to in-depth study of theory, we also the integratedly use of the questionnaire survey, case study, experimental study and comparative study, and other research methods to the teaching practice process of scientific research quantitatively and qualitatively. Firstly, we get the current situation ofthe medium studentsin the high school mathematics, by thequestionnaire survey about mathematics learningin different levels of high school students. Then,it is explored that how to conduct teaching based on the theory of constructivism for the medium students through a lot of teaching case analysis, and the effect of some teaching strategiesfor teaching experiment are scientificallyanalysed by using the evaluation questionnaire and statistical software.Through the analysis of the characteristics of the medium students, we implement the construction of student learning from inside to outside system by using suitable teaching means and optimized teaching method for function of high school in the study. The cognitive structure of teaching strategies suiting to the medium studentsare crafted in "scaffolding" and "anchoring"teaching. The teaching strategy are explored and discussed by combining the specific teaching cases of function. Finally,we summarize three results of principle followed. (1) Constituting of teaching strategy always takes the individual difference of medium students as the prerequisite; (2) The teachersmust make the corresponding teaching strategiesaccording to different contentand learning when they lead students to conductinternal construction of themshelves; (3) It should take non-intelligence factors such as interest and emotionof students as the consider premise, when using auxiliary means to construct teaching. Where the teaching strategiessummarized for the functions teachinginclude the establishment of teaching goal, creation of teaching situation, set of learning bracket, training of transformation exercise, training of thinking, guiding learning strategies and enhancing non-intelligence factors.The evaluation design of our conclusions may be insufficient,since the methodadopted is not comprehensive and empirical data is not enough. The practicability of our conclusionremains to beperfected. These teaching strategies can be attempted to extend to other mathematics course teaching,and be migrated to other levels of the students' teaching. It can be reference to method and strategy of teaching carried out the "people-oriented" by frontline mathematical teachers. It enriches practical experience of the theory of constructivism in high school mathematics. At the same time, it also has important practical significance to the implementation of the teaching reform of the schools themselves. |
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