Study On Task-driven Instructional Design Of CAP Calculus In Senior High Schools

The Outline of the National Medium and Long-Term Plan for Education Reform and Development(2010-2020)proposes to "further promote curriculum reform,create conditions to offer rich and colorful elective courses,provide more choices for students,and promote students' comprehensive and personalized development".In order to implement this important policy,the Ministry of Education revised and promulgated the Mathematics Curriculum Standards for Ordinary Senior High Schools(2017 Edition)in2018,which included Advanced Placement courses as elective E-level courses.Calculus has always been an important part of Advanced Placement Mathematics courses in universities all over the world.Therefore,CAP Calculus has gradually become a hot research topic for educators in China.In traditional teaching of calculus,the learning content is highly abstract and difficult,thus the learning enthusiasm and initiative of students is inadequate.On the other hand,task-driven is a teaching method that“teachers-dominated,student-oriented,and task-based”.This method sets up some infectious teaching situations and challenging teaching tasks,thus can not only stimulate students' learning interest,but also improve the students' ability to analyze and solve problems.Therefore,how to use task-driven teaching in high school CAP calculus instruction is worthy of further study.This paper mainly adopts literature research method,text analysis method,questionnaire survey method,interview method and case analysis method and other research methods.Firstly,based on the analysis of the content and function of CAP calculus teaching,and the survey and interview of teachers,the data analysis is summarized to summarize the problems existing in the current CAP calculus teaching.Then,combining with the existing problems of CAP calculus teaching and the task-driven six-stage teaching mode,the instructional design strategy is put forward,and the typical contents are selected for instructional design.Through the research,it is found that the task-driven teaching method is theoretically applicable to the classroom teaching of CAP calculus,but there are still many problems in the actual operation of CAP calculus teaching.The main problems include: the imported situational tasks are not appealing enough;The setting of tasks is relatively superficial;Calculus and other disciplines are not related enough;The intensity of cooperative inquiry among students is not enough;The teaching evaluation method is simple.According to the above problems and combined with the task-driven six-stage teaching model,the corresponding instructional design strategies are proposed:(1)to create an appealing situational task introduction to stimulate the interest in learning CAP calculus;(2)Propose challenging teaching tasks to guide the in-depth learning of CAP calculus;(3)Combine independent and cooperative inquiry to improve students' ability to analyze and solve problems;(4)Pay attention to students' performance in the task,and scientifically evaluate the learning effect of CAP calculus;(5)Arrange reasonable after-class tasks to expand knowledge transfer of CAP calculus.Two instructional design cases,The Concept of Function Limit and Rolle's Theorem,are illustrated.