Research On The Design Of Mathematics Teaching In Ordinary High Schools In Tibet

As a hot topic in the field of education,instructional design has been widely discussed and cared.For affecting the learning process effectiveness directly,the instructional design is a solid foundation for the normal and orderly development of classroom activities,meanwhile,being rich in art,which Has become a topic of interest among researchers.On the basis of the domestic and abroad instructional design related research literature in this paper,some views are summarized on the forefront of mathematics instruction design as follows: firstly,based on the cognitive development level of students,mathematics instructional design is the course of formulating curriculum training objectives,selecting teaching contents and designing teaching sections,which includes many factors of cultivating tasks and objects,training objectives,instructional strategies,learning process and educational evaluation.Secondly,the classroom practice of mathematics instructional design should respond to three urgent problems in class,such as how to achieve design tasks and how to expand design content and how to achieve the design effect.Thirdly,taking the student as the main body and treating studying performance as a core consideration index,mathematics instructional design is a dynamic process that comprising many modern educational concepts,such as cognitive,constructivism and so on.Finally,in order to stimulate students' innovative thinking ability,high school mathematics "new curriculum view" emphasizes on developing students' divergent thinking and converse thinking,pays attention to revealing the development process of thinking.Through the questionnaire survey method,the current situation of high school mathematics instructional design was collected and analyzed quantitatively.This paper argues that instructional design should be guided by the new curriculum concept from five aspects: cognition and treatment of teaching materials,analysis of task situation,goal analysis,learning process and educational evaluation,specific conclusions are as follows: strengthen the cognition and processing ability of teachingmaterials,teacher would felicitously integrate and optimize teaching materials.Carefully analyzing the students' knowledge background,psychological characteristics,learning motivation,teacher might make training objectives and analyze the learning process.Choosing instructional methods according to students' cognitive characteristics,teacher should properly adjust cultivating tasks.Selecting teaching tools according to the problem situation in the content,teacher has to clear teaching sections and activities.Through lectures,observation,evaluation and other links,teacher must continuously improve their mathematics instructional design ability.In addition,increasing the application efforts of multimedia and internet technology,teacher ought to guide students to carry out inquiry-based learning,collaborative learning and self-directed learning.Based on the Lhasa 6 ordinary high school mathematics teaching design practice research,it is found that suitable for ordinary high school mathematics new curriculum teaching design methods,rules,general steps,which be used to improve the whole level of mathematics teaching design in Tibet senior high school by its radiation and band movement,which is beneficial to the sustainable and healthy development of mathematics education in Minority Areas of China.