The Application And Practice Of Reverse Design In High School Mathematics Teaching

Reverse instructional design is a kind of goal-oriented instructional design,which has the advantage that evaluation design precedes the design of teaching activities and runs throughout the teaching process,and is conducive to cultivating students’ core mathematical literacy.At present,the traditional teaching design still emphasizes the design of knowledge transfer,but not the design of teaching objectives and evaluation,which restricts the further improvement of mathematics teaching quality.Taking "parity of functions" as an example,it is of great theoretical and practical significance to study the design,implementation and evaluation of reverse teaching in high school mathematics.The design of mathematics inverse teaching can be divided into three stages:clarifying the expected teaching objectives,determining appropriate evaluation evidence,and designing learning experiences and teaching activities.Among them,the stage of defining the intended instructional goals focuses on "students will understand","students will think about","students will know",and "students will be able to do".In the stage of determining appropriate assessment evidence,we design performance assessment tasks and determine evidence of goal attainment based on the core literacy-oriented instructional goals.The implementation process based on the reverse mathematics teaching design includes seven stages: creating scenarios-introducing concepts,exploring new knowledge-constructing concepts,consolidating in time-understanding concepts,guiding inquiry-deepening concepts,applying learning-consolidating concepts,summarizing and reflecting-improving abilities,and assigning homework-testing true knowledge.The reverse mathematics teaching design was implemented in the experimental class and the traditional mathematics teaching design was implemented in the control class.Post-test questions were prepared according to the teaching objectives of Parity of Functions and the academic quality standards of high school mathematics to measure students’ achievement of the three core literacy levels of mathematical abstraction,logical reasoning and intuitive imagination in order to evaluate the effectiveness of the implementation of the reverse mathematics teaching design.The test results showed that the students in the experimental class had better levels of mathematical abstraction,logical reasoning and intuitive imagination than those in the control class.Based on the research on the design,implementation and evaluation of reverse mathematics teaching,the following pedagogical suggestions were made: grasp the directionality of understanding pursued by reverse teaching;develop reasonable assessment evidence based on the curriculum;select teaching modes based on the subject orientation;and give equal importance to the enhancement of teachers’ professionalism and soft support from schools.