Research On The Instructional Design Of "Number Sequence" Based On "Understanding By Design"

With the development of the society,the need for talents,in order to achieve the concept of core literacy,the full implementation of the party’s education policy.Core literacy is the new direction of high school curriculum reform,which determines the core literacy of mathematics that is suitable for the development of China’s national conditions and is led by mathematical abstract literacy.The formation and development of mathematics abstract literacy requires long-term and subtle cultivation of students in the classroom by teachers.Although the core literacy of junior middle school mathematics has not been proposed,according to the literature and the perspective of first-line teachers,the basic elements of the core literacy of mathematics in junior high school are basically the same as the six core literacy proposed by the new curriculum standard in high school.Functions are an important part of junior high school mathematics.The learning of functions is related to real life and has rich expression forms.It has an indispensable role in improving students’ mathematical ability and abstract thinking.Promote the cultivation of mathematical abstract literacy.Under the guidance of the theory of "Constructivism","APOS Theory" and "Piaget’s Cognitive Development Theory",the teaching design of mathematical abstract training is discussed,mainly discussing three issues:(1)The current teaching situation of mathematics abstract literacy in junior middle school classrooms;(2)teaching strategies for cultivating mathematics abstract literacy in junior middle school students;(3)teaching design examples of mathematics abstract training.This thesis adopts literature research method,questionnaire survey method,observation method and case study method.First,from the perspective of the core literacy of mathematics,the reading literature has studied and grasped the research status and training methods of mathematical abstract literacy,and elaborated relevant teaching theories;Secondly,a questionnaire survey was used to investigate the teaching status of junior middle school mathematics abstract literacy and students ’learning status;Finally,the junior high school function modules are organized to study the reasonable teaching of students,starting with the new class,exercise class,review class,and corresponding teaching strategies and teaching design cases are proposed.(1)Macroscopically: unit teaching form organizes content,reverse teaching form sets goals,and in-depth teaching form process design.(2)New teaching strategies:(1)create effective situations and stimulate interest;(2)attach importance to information technology and integrate courses;(3)attach importance to mathematical language and deepen understanding;(4)skillfully design question strings and activate thinking.(3)The teaching strategy of the exercise class:(1)carefully design exercises,train thinking;(2)rationally use variants and master the essence;(3)refine the application situation and learn by analogy;(4)penetrate the mathematical ideas and improve thinking.(4)The teaching strategy of the review class:(1)problem-driven and consolidate the foundation;(2)construct the knowledge system and consolidate it as a whole;(3)reflect and summarize and improve ability;(4)Student subject,democratic cooperation.