Research On Reverse Unit Instructional Design Based On Metacognition

The new curriculum standard advocates the construction of students' core accomplishment system based on the concept of subject.Improving students' metacognitive ability is an important means to develop students' thinking.At present,there are some phenomena in high school plane analytic geometry teaching,such as knowledge fragmentation,indoctrination teaching and the phenomenon that one can learn it and one can't do it.The reverse unit teaching design under the guidance of metacognition is an effective method to solve the conic curve teaching.The reverse unit teaching based on metacognition can ensure the integrity of the knowledge unit,improve students' metacognition,and meet the needs of students for further and lifelong learning.This research first USES the literature research method,has carried on the combing to the reverse unit teaching design and the metacognitive theory existing research achievement,elaborated the metacognitive and the reverse unit teaching connotation as well as related learning and teaching theory;After using questionnaire survey method,surveyed the current high school classroom teaching situation,found that the lack of attention to the process of preparing a glimmer of teachers,neglect the clarity of the teaching goal and tendency,and the lack of the consciousness of the overall design teaching,and ignore the importance of evaluating the design goal,evaluation,the teaching activities of the trinity of fluency,lack of knowledge in different class type ability,ignore the metacognitive's role in the teaching activities.Based on the literature research and the problems found in the survey,conic unit teaching in high school as the main research object,constructing reverse unit teaching based on metacognitive strategies:(1)master the teaching content as a whole,sort out the knowledge structure,determine the unit objective and realize the unit objective in the lesson preparation of the macro reverse unit;Around the teaching objectives,preset the classroom teaching process,determine the evaluation task;(2)different knowledge types should be emphasized in the teaching of micro-metacognitive teaching.In the teaching of mathematics knowledge,we should first pay attention to the intuitive experience to promote the formation of knowledge concepts,then improve the representational language definition expression to facilitate the transfer of conceptual knowledge,and finally guide the students to ask questions by themselves to form conceptual self-explanation.In the teaching of the construction of mathematical knowledge,we should first enrich the metacognitive strategic knowledge,then build a scaffold problem chain to disperse the key and difficult points,and finally pay attention to the representational learning of knowledge and permeate the number and shape combination thought.On the teaching of mathematics problem solving,we should first make clear the conditional knowledge,then improve the students' positive experience,overcome the fear of difficulties,and finally strengthen the training of problem solving monitoring ability and pay attention to reflection.