Research On The Construction And Verification Of Mathematics Teaching Design Model Centered On Learning

The outline of the national program for medium-and long-term education reform and development(2010-2020)points out that senior high school education is a crucial period for the formation and independent development of students' personalities,which is of special significance for improving the national quality and cultivating innovative talents.At the same time,the document clearly requires that high school education should pay attention to the cultivation of students' ability of independent learning,self-improvement and self-reliance and adapting to the society,and overcome the tendency of examination oriented education.Under the guidance of the above education policy,it is particularly important to improve the comprehensive quality of senior high school students in the new era by taking students as the main body and teachers as the leading role.This research is directed by this direction,guided by Gagne's learning theory,ripple design theory and other theories,aiming at improving the teaching effect of senior high school mathematics classroom education,and through analysis,taking learning as the center The three elements of learning theory of the mind(learning results,learning conditions and teaching conditions),according to the learning results,make corresponding teaching objectives,then adjust the order of teaching objectives according to the hierarchical relationship of learning results of intelligent skills,and finally analyze the basis of the relationship among the three elements of learning theory of the mind,mathematical activity analysis,preliminary analysis and mathematical teaching objective analysis On the basis of this,this paper constructs the mathematics teaching design model centered on learning,and designs the concept teaching design cases of number system expansion and complex number according to the mathematics teaching design model centered on learning.At last,in the process of mathematics classroom teaching practice,it verifies whether the mathematics design model and the concept teaching cases of number system expansion and complex number have good teaching effect The following work has been done:First,it combs the related literature of Gagne's learning theory,mathematics learning theory and teaching design in recent years,analyzes the dimensions of its research and the shortcomings of its research,so as to determine its own research direction.Second: Based on the analysis of the relationship between the learning theory of Gagne,the analysis of mathematical activities,the preliminary analysis,the formulation of mathematical teaching objectives and the adjustment of order,this paper constructs the mathematical teaching design model from the perspective of student learning,which is the first innovation of this paper.Third: combined with the learning centered mathematical teaching design model and the physical and mental characteristics of high school students,taking the expansion of number system and the teaching of complex number concept as an example,this paper gives a specific learning centered mathematical teaching design process,and makes an in-depth study ofmathematical activities,mathematical learning results,mathematical learning conditions,mathematical teaching conditions,etc.,which is the second innovation of this paper.Fourthly,the paper makes a practical study on the concept teaching cases of the expansion of number system and the complex number centered on learning.The control class adopts the traditional teaching design cases,and the experimental class adopts the teaching design cases under the new mathematical teaching design model.Through the comparative analysis of pre investigation,classroom observation,after-school testing and interviews,it is fully illustrated that the use of learning centered mathematical teaching design model can not only improve the classroom teaching effect,but also highlight the main position of students.Teachers can flexibly select teaching content and teaching methods to implement teaching according to the needs of students.