Research On Teaching Strategies Of Mathematics Unit Review Course In High School Under ACT-R Theory

In the teaching process,any course form has its significance of existence.In the same way,Studying requires the interaction of different forms of curriculum.Unit review course is important to consolidate students' foundation and improve their cognitive structure.However,Based on past study and internship experience,many teachers treat unit review course as the same as explanation of homework.Meanwhile,there are still some issues,such as unreasonable course arrangement,low learning efficiency and enthusiasm of students,lack of complete knowledge system,insufficient research,and poor teaching effects.In view of the questions above,the author attempts to find an efficient teaching mode for unit review under ACT-R theory,and puts forward corresponding strategies and suggestions based on the investigation of mathematics unit review in senior high school.Firstly,through reviewing the relevant literature,the thesis sorts out the main contents of ACT-R theory.Secondly,by interview and questionnaire survey,the thesis analyzes and summarizes the teaching status of mathematics unit course in senior high school comprehensively.Then,the thesis constructs the teaching framework of unit review course according to the results above,and fixes the teaching design of“logarithmic review course”.Finally,it conducts analysis of classroom practice effect to propose related strategies.The research results show that most teachers recognize the importance of unit review course in cognitive development stage,and they also have certain foundation about it.However,because the “The General Mathematics Curriculum Standards for High Schools(2017 Edition)” does not make it clear and lack of effective theoretical guidance,many teachers are unable to achieve deep-level cognition and grasp unit course in actual teaching.Although students can recognize the importance of unit review course,they don't have good study habits and methods to win the expected effect.In response to the problems above,the author proposes some teaching strategies as follows: Get familiar with the content as soon as possible and complete the transition of textbooks;activate knowledge in advance and develop the habit of pre-study;take into account student performance and cultivate problem-solving habits;make good use of feedback information and pay attention to conceptual understanding;strengthen forward-backward correlation and form knowledge network;strive for exquisite exercises and optimize student algorithms;create problem samples and promote knowledge transfer;set up questions reasonably and decompose the target step by step.