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The Study Of Problem-solving Instructional Design Committed In Function By Senior One Students

Posted on:2020-04-09Degree:MasterType:Thesis
Country:ChinaCandidate:S LinFull Text:PDF
GTID:2427330623960356Subject:Subject teaching
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The learning of functions runs through the entire contents of senior high school and occupies a large proportion in the college entrance examination.In the first year of senior high school,functional units are abstract,varied and knowledgeable.However students have just entered senior high school without quite suitable and appropriate state for learning.So the units concerning functions indeed bring difficulties to students.In order to help teachers to have a better practice of exercises classes,and to enable students to master the teaching goals after going through classes,the author launched the research aiming at the problem-solving instructional design for the learning of functions in senior one.Problem-solving instructional design involves three aspects,the choice of exercises,the formulation of instructional design and the way of teaching problem-solving.This study focuses on following three issues: 1.Standards of problem-solving selection;2.The formulating process of Problem-solving instructional design;3.Teaching strategies of problem-solving teaching.This paper is conducted on grounds of literature research,interview survey method and classroom observation.Firstly,by reading the reference documentation,interviewing with teachers and doing questionnaire analysis of students,in this way we can get the criteria for choosing exercises.Secondly,through the statistical analysis of the test papers of mathematics,arts and Sciences in the College Entrance Examination of National Volume I in the past three years,the types of exercises and the objectives of the investigation are analyzed,from which the process of choosing exercises and selecting examples are obtained.Thirdly,considering The Elaboration Theory of Instruction and Variant Teaching Theory together with the actual teaching needs in a comprehensive way,the general steps of problem solving teaching design are formulated.Fourthly,the steps of Problem-solving instructional design are practically operated,and the corresponding problem-solving instructional design is formulated according to the statistics of the error types of students' exercises.Last but not the least,after practicing the theory,the activities of the teaching design are conducted in practice under the guidance of teachers,from which students' feedback are collected.In this way,a complete teaching design is formed.Through the study of the above steps,the following conclusions can be drawn.Firstly,the criteria for selecting exercises are: conforming to the teaching objectives,having typical representativeness,containing basic solution approaches;Secondly,elaborating the teaching design process of theoretical problem solving includes: student analysis,goal analysis,content organization,evaluation system establishment and activity design.Among them,content organization is divided into three steps: the confirmation of the simplest version,the confirmation of exercises and the arrangement of the order of exercises.The process of teaching design for variant teaching theory problem solving includes: goal confirm,content organization,evaluation establishment and process design.Thirdly,the teaching strategies of function problem-solving teaching are: 1.strengthening students' awareness of examining questions;2.training students' ability of calculating;3.developing students' problem-solving plans;4.cultivating students' habit of reviewing and reflecting.
Keywords/Search Tags:Problem-solving instructional design for function, Standards for problem-solving selection, The Elaboration Theory of Instruction, Variant Teaching Theory, Senior One
PDF Full Text Request
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