Visualized Teaching Research On "Preliminary Understanding Of Scores"

Since the 1990 s,the studies of Mathematics Visual Representation have been paid attention on in the field of International Mathematics Education Psychology.Increasingly rich theoretical research and empirical research have shown that Visual Representation plays an important role in reducing students' cognitive load and promoting students' capacity of solving problems.In "Compulsory Education Mathematics Curriculum Standard(2011)",the influence which Visual Representation has on students' cognition and how to cultivate students' ability to use Visual Representation.However,the author found that the standard of students' ability to solve problems using Visual Representation was really low.The same thing was confirmed in the later test about the standard of students' ability to solve problems using Visual Representation.This study mainly focuses on the reasons why the standard of students' ability to solve problems using Visual Representation is low,and tries to give a possible solution.The study synthetically uses the method of literature analysis,investigation and research,case study and content analysis.First,this paper tries to constructing the theoretical framework of Visual Teaching by using the Mathematical Task Classification Theory which is based on thinking types and levels solving problems.The theory is mentioned in ? Principles to Actions ? by National Council of Teachers of Mathematics.Second,by using Visual Teaching Theory Framework and combining the standard of Mathematics Curriculum for Compulsory Education in China,this paper analyses the diversity of the definition of scores in textbook,the characteristics presented by charts,and front line teachers' teaching record and teaching design about "Preliminary understanding of fraction ".(1)Pay attention to the diversity of the fraction in the teaching materials,and unscramble the fraction definition according to the diversity of the textbooks.(2)Using a variety of graphics can help students develop the ability of understand and use the graphic.(3)Classroom teaching should pay more attention to fostering the transformation between different thought types and horizontal level,rather than one-way transformation.Finally,according to the Visual mathematics teaching theory framework,based on the literature material,the curriculum standard,the textbook and the analysis of the teachers' Teaching,make the teaching reconstruction of “Preliminary understanding of fraction” visually.The practical effect needs further study,however,the teaching reconstruction still has some theoretical and research value,as a teaching attempt from a new perspective,try to improve students' understanding of the concept and principle of fraction,and improve the thinking level of students' problem-solving.