Research On Mathematics Classroom Teaching Design Based On Double Space Frame

Under the new curriculum reform,cultivating students’ core mathematical literacy and promoting students’ lifelong sustainable development have gradually become the main purposes of education.At the same time,with the transformation of learning culture,teaching pays more attention to students’ active construction of knowledge,the close relationship between mathematics and production and life,and students’ independent thinking,and cooperation.In view of the problems existing in the current high school mathematics classroom teaching design,such as mere formality,insufficient attention to the overall perspective analysis,lack of flexibility in the design,insufficient embodiment of the essence of mathematics,it is particularly necessary to explore a more effective classroom teaching design.In this study,the development of instructional design and mathematics classroom teaching design is first reviewed,and the concepts of teaching design and mathematics classroom teaching design are conceptually defined.Then,by analyzing and sorting out the research data,the author formulates a questionnaire on the current situation of teaching design of senior high school mathematics teachers,and interviews the front-line senior high school mathematics teachers to supplement the current situation of classroom teaching design.The results show that some teachers are still used to focusing on the design of three-dimensional objectives,and can not understand the design of classroom teaching objectives under the core literacy.Some teachers’ classroom teaching design is not high enough to match the learning tasks with teaching activities,and there are some difficulties in how to judge and choose the contents and methods of learning activities,so as to promote students’ real participation in learning activities.According to the results of statistical analysis,the design strategy based on double-layer space framework is formulated,in which "knowledge space" focuses on the content and structure analysis of mathematical knowledge and the method of classroom teaching goal design under mathematical core literacy.In terms of content,in addition to the interpretation of the occurrence and development of knowledge itself,it should also be analyzed in combination with mathematical thought,mathematical culture and practical application.The structure is analyzed from the horizontal and vertical angles to improve the knowledge structure system.Based on Yu Ping’s teaching goal design,the design of classroom teaching objectives under mathematics core literacy first determines the main mathematics core literacy and corresponding level,and then expounds it from five levels:situation and problems,knowledge and skills,thinking and expression,communication and reflection,and character values."Activity space" focuses on the analysis of learners’ characteristics,and designs five specific activity types:Mathematical Culture（AC）,problem-based learning（AQ）,knowledge topic exploration（AP）,problem-solving activities to consolidate knowledge（AE）and self reflection activities.In the process of activities,teachers should let students know the direction of activities and provide guidance and help at the right time.Finally,taking the logarithm section of the human-taught textbook as an example,a case of classroom teaching design based on double-layer space framework is provided.