Research On The Teaching Design Of High School Mathematics Teachers

The teaching design of mathematics teachers is based on the content of mathematics teaching and the actual situation of class students,and the design and conception of teaching methods and classroom behaviors to complete the teaching goals.With the continuous deepening of the new curriculum reform,people pay more attention to the classroom teaching behavior of high school mathematics teachers,and the classroom teaching behavior of teachers depends on the classroom teaching design thinking of high school mathematics teachers.At the same time,as a new type of teaching practice,"same class heterogeneity" is more and more favored by front-line mathematics teachers in high schools,but the research combining the two is rare.Therefore,this article is to compare the differences in classroom teaching design ideas of high school mathematics teachers based on the knowledge visualization theory based on the perspective of "heterogeneous class heterogeneity".It presents specific differences in classroom teaching design ideas of different teachers,and proposes to promote the professionalism of high school mathematics teachers Recommendations for development.According to the research problems,this paper compares and studies the three classroom teaching design ideas of two different senior high school mathematics teachers from the three types of new lectures,review courses,and test papers.Based on the knowledge visualization theory,they are divided from the knowledge line,method line,and activity line.From the aspect of comparison,three classroom types and six mathematics teachers' classroom teaching design ideas were compared.On the basis of recording classroom teaching videos and combining with the research of this thesis,the author listed the corresponding interview outlines,interviewed six mathematics teachers respectively,and recorded relevant videos and audios for more detailed and in-depth research.This study finds that for the same teaching content,different teachers have different teaching ideas.Specifically,it is reflected in the knowledge line,activity line and method line of teaching ideas:(1)In the new lectures,the starting point of knowledge of different teachers is different,including the way of knowledge discovery,the width of knowledge discrimination,and the depth of knowledge application;the mathematics classroomteaching activities of different teachers at different levels,There are differences in the purpose of activities and the relationship between activities;there are also differences in the mathematical methods involved in teaching,such as the order of use,the purpose,and so on.(2)In the review class,different teachers introduced different methods of reviewing old knowledge,breakthroughs in knowledge points,and breadth and depth of knowledge point expansion.The classroom activities of different teachers were mostly similar,that is,they were divided into review of old knowledge and example questions However,there are differences in the level of classroom activities such as juxtaposition and progressive complementation,and the resulting activities have different purposes.For mathematical methods,different teachers will guide students to experience the mathematical methods in the teaching,but,Some teachers did not allow students to summarize the mathematical methods in them.After the explanation of each knowledge point,some teachers asked students to summarize the mathematical methods used in them and think about the internal relationship between the mathematical methods.(3)In the lectures on the test paper,different teachers have similar overall grasps on the knowledge level,but they have very different emphasis on the breadth and depth of knowledge extension.Different teachers have different views on whether the papers are summarized and summarized.The order of the knowledge of the assessment papers is not the same,and the timing of the training of the effectiveness of the knowledge is not the same;different teachers have different levels of classroom activities,and there are differences in the relationship between activities and activities such as causality,juxtaposition,and summary;The mathematical methods involved in teachers' teaching are roughly the same,the difference lies in the differences between the mathematical methods involved in teaching and the extension of mathematical methods.