Research On The Teaching Design Of Sequence Units In Senior High School Under The PBL Teaching Concept

Sequence is a classic part of mathematics content in high school,which serves as a knowledge convergence point in middle school mathematics content.Sequence has always been a hot issue in the college entrance examination.However,under the traditional teaching mode,students' learning of sequence is mostly repeated memory of sequence formula,which cannot achieve a good learning effect.Problem-based learning(PBL)teaching has achieved good results in domestic and foreign classroom teaching.Based on the new curriculum reform,unit teaching design has become a focus of teaching design.The author searched the connotation,origin and research status at home and abroad of PBL teaching theory and unit teaching design,sorted out and summarized its main characteristics and advantages,and found that PBL teaching concept can be well combined with high school mathematics unit teaching design.Based on the above reasons,the author carried out a research on the teaching design of sequence units in high school under the PBL teaching concept.This study focuses on the theory of unit teaching design of high school series under the PBL teaching concept,the problems existing in the current classroom teaching of high school series unit,and the design and implementation effect of PBL teaching concept in "series" unit teaching.Firstly,this paper defines the connotation of PBL teaching concept and unit teaching design,and summarizes the specific elements and design steps.Then,through a questionnaire survey of senior three students and teachers,the author learned that the teaching of series class in senior high school was still dominated by teachers,and students showed little interest in participating in learning and did not have a clear understanding of the connection between knowledge.Therefore,the author constructs the teaching design of high school sequence units under the PBL teaching concept,and gives a specific teaching design case under the PBL teaching concept "2.1 Concept of Sequence,Functional Properties of Sequence and Recursion Formula of Sequence".In order to verify the effectiveness of the teaching design,the author conducted an empirical study on the junior high school students in the school where he practiced.We selected two science classes with the same level for practical research: the experimental class was taught under the PBL teaching concept,while the control class was taught by traditional teaching.After the experiment,we through comparing test scores,students' classroom performance,learning attitude of contrast and undertake to the student interview analysis,that high school sequence unit teaching design in the concept of PBL teaching to a certain extent,promote the students communicate with the depth of the teachers,improve the students' classroom participation and interest in learning,promote the three-dimensional teaching goals to achieve,Thus further improve the cultivation of students' core quality.Finally,the author looks forward to the future research work in order to provide some reference for improving students' quality and solving practical problems.