Case Study On Diagnostic Teaching Design For Senior High School Mathematics Under Key Competency

Teaching is a process that the students proactively and spontaneously learn systematic scientific and cultural knowledge under the planned and designed guidance from the teacher.In the process of teaching,the level how students can learn is affected by the personal status of the teacher and student,as well as the implementation of the teaching process.The aforesaid three elements are the leading factor,subject and carrier for teaching,respectively.Among them,the teacher's personal status includes the teacher's mastery of knowledge,cares on students,selection of teaching methods,etc.The student's personal status includes student's subjective interestingness in study,degree of concentration,learning method,etc.The implementation process includes the feedback given by the teacher to students' behaviors in teaching,whether the teacher can immediately capture the information provided by the student,teaching facilities,etc.Therefore,if the above-mentioned problems can be identified before and during the classroom teaching,it is possible to optimize the teaching process and help the student learn more easily.In this study,diagnostic teaching design is studied from the perspective of an insider rather than an outsider,so as to obtain some teaching design cases that are closer to the front-line teaching in the process of analyzing and composing cases.This study main comprises the following seven parts:Part I: introduction.In this part,the proposed problems,background why the problems are proposed,definition of concepts and the significance of study are described correspondingly.The research statuses in and out of China are summarized,and the achievements in domestic andinternational teaching diagnosis,diagnostic teaching,etc.are analyzed,with a view to identify and solve problems through innovation.Part II: interpretation of core competency.In this part,the connotation and components of core competency are sorted,summarized and defined.Part III: theoretical support.In teaching cases,theoretical support is needed for teaching evaluation and composition of teaching processes.In this part,theoretical supports necessary for multiple kinds of teaching designs are sorted and summarized.Part IV: design ideas.In this part,the feasibility,as well as the subject,principle,etc.of the subsequent teaching designs are summarized.Part V: preliminary analysis.We need to diagnose the relevant parts before making teaching design as there are so many uncertainties in teaching,which include the students' interest in and attitude to mathematics,the teacher's opinion about teaching design,etc.In this part,preliminary diagnosis and analysis are performed for the students,teacher and classroom environment by such means as questionnaire,interview and observation,offering diagnostic data for the preparation of teaching design cases.Part VI: case design.In this part,a complete diagnostic teaching design is made based on the previous theoretical support and preliminary analysis,i.e.designing the teaching background,objectives,contents,forms,strategies and activities respectively.Part VII: conclusion.In this part,the deficiencies and problems regarding mathematics described are systematically analyzed and summarized.As a whole,as the diagnostic teaching design raises relatively high requirements for teachers who are responsible for the teaching activities,i.e.a lot of time needs tobe taken for systematic diagnosis in the preliminary stage,the diagnostic teaching design can be more targeted and teachers can teach students in accordance with their actual conditions,which makes this model an effective mean for improving the students' results.