Research On The Instructional Design Of Senior High School Mathematics Based On First Principle Of Instruction

The "Ordinary High School Mathematics C urriculum Standards(2017 Edition)" issued at the beginning of 2018 clearly proposed the six mathematics core competence.And the implementation of the mathematics core competence was attributed to the effective teaching of mathematics classroom.Taking the fundamental inequality of senior high school mathematics as an example,the author conducts research on the instructional design of senior high school mathematics based on First Principle of Instruction in order to improve the effectiveness of senior high school mathematics classroom teaching and cultivate students' mathematical competence.This thesis focus on the two questions:(1)the construction of high school mathematics teaching model and teaching strategy based on First Principle of Instruction;(2)Action research on the Instructional Design of Senior High School Mathematics based on the First Principle of Instruction,taking the fundamental inequality of senior high school as an example.This thesis mainly adopts literature research method,case study method and interview method.Firstly,the literature related to First Principle of Instruction was studied,and a model suitable for senior high school mathematics teaching design was derived based on the pebble-in-the-pond approach to instructional development proposed by Merrill.Then based on First Principle of Instruction,five senior high school mathematics classroom teaching strategies are derived.Finally,the above theory is applied to the instructional design of the fundamental inequality.Through the student learning consequence test and the interview of students and teachers,the author analyzes the specific cases and finally draws conclusions.Conclusions from this study:(1)Based on the pebble-in-the-pond approach to instructional development,a design pattern suitable for high school mathematics teaching including the following aspects:analysis of learning needs,teaching content(including learning tasks,task sequencing,content components)and student's original situation(including cognitive level,learning motivation,original founded);teaching goal determination,teaching evaluation design,teaching strategy matching,teaching tool preparation and teaching activity design;implementation and revision.(2)Senior high school mathematics classroom instructional strategies based on First Principle of Instruction are as follows: problems-centered teaching can stimulate learning motivation;retrospective review can activate learning ideas;diminishing coaching methods can guide students to learn independently;refined exercises strengthen problem solving ideas;rethinking and improving method can strengthen mathematical thinking.The case analysis shows that the instructional design based on First Principle of Instruction is conducive to improving students' classroom learning enthusiasm,and students' concentration and pa rticipation have been improved.The structure of knowledge mastery and the ability to solve problems have been improved.To a certain extent,it helps to promote the cultivation of students' mathematics core competence.