Research On The Structured Instructional Design And Implementation Of High School Mathematics

Structured teaching is based on structured awareness,ideas and methods,which promotes the continuous improvement of students’ thinking structure and effective development of thinking ability.Structured teaching has the role of helping students explore the connection between new and old knowledge,build a solid knowledge structure system,develop mathematical thinking ability,and then improve students’ mathematical literacy.Traditional mathematics classroom teaching still has the problem of “fragmented” teaching,which restricts the cultivation of middle school students’ core mathematical literacy.Therefore,studying the design,implementation and evaluation of structured teaching of high school mathematics has important theoretical and practical significance for the improvement of the quality of high school mathematics teaching.Using the research idea of “theory-design-implementation-evaluation”,using literature research and test survey methods,and taking “ellipse and its standard equation”as an example,a structured teaching design,implementation and evaluation research of high school mathematics was carried out.Following the design principles of holistic,structural,developmental and subjective,the structured teaching design of high school mathematics includes unit teaching design and lesson teaching design.According to the basic operation steps of teaching design proposed by Professor Lv Shihu,the unit teaching design can be divided into five steps: “determining the unit content,analyzing the teaching elements,compiling the unit teaching objectives,designing the teaching process,and reflecting on teaching evaluation”,and systematically designing the unit of “Equation of Conic Curve” from a structured point of view.According to Bruner’s cognitive structure theory and Giddens social structure theory,the teaching content,students’ learning situation,teaching objectives and teaching difficulties of “ellipse and its standard equation” are analyzed,and three structured lesson teaching designs are carried out.The teaching implementation of high school mathematics structure is based on the teaching process and teaching method structure as the teaching medium,according to the “pre-class preview-concept analysis-summary feedback” three structured classroom teaching implementation,teachers transform the mathematical knowledge structure into students’ cognitive structure,the mathematical thought structure into students’ thinking structure,to achieve students’ cognitive structure and thinking structure,after class for the third structured students who have not established a mature knowledge framework for targeted counseling.Based on the high school mathematics academic quality standards,the mathematics core literacy achievement test questions were obtained,and the effect of structured teaching of high school mathematics was evaluated.The test results showed that 23.8% of the students reached level 1,57.2% reached level 2,9.3% reached level3,and 9.2% reached level zero in mathematical abstract literacy.In terms of intuitive imagination literacy,22.7% reached level 1,44.0% reached level 2,21.5% reached level 3,and 11.8% reached level zero;In terms of mathematical literacy,13.2% reached level 1,17.8% reached level 2,66.4% reached level 3,and 2.6% reached level zero.Based on the design,implementation and evaluation of structured teaching of high school mathematics,the suggestions for mathematics teaching are:(1)when designing teaching,we should pay attention to the structure of high school mathematics knowledge;(2)When implementing teaching,attention should be paid to improving students’ ability to build a knowledge structure system;(3)When conducting teaching evaluation,strengthen the evaluation and research of students’ core mathematical literacy based on the academic quality standards of high school mathematics.