Design And Practice Of Mathematics Project-based Learning In Junior High School From The Perspective Of Model Concept Cultivation

With a spurt of progress in China’s education,it has become a hot topic in the field of primary education to implement the cultivation of subject core literacy.Accordingly,the teaching model also should adapt to the change of the education goal.The concept of model is one of the important literacy in junior high school,and its cultivation needs the innovation of teaching mode.Project-based learning,as a way to implement the cultivation of core literacy,has attracted more and more attention.However,project-based learning is still insufficient in the specific development level,and there is a relative lack of research on model concept cultivation through project-based learning in junior middle school mathematics.Based on the review of a large number of literatures,this paper focuses on the core literacy of the discipline.Based on mathematics,it aims to cultivate junior middle school students’ model concept and takes project-based learning as the means to explore three questions:(1)feasibility analysis,that is,whether modeling concepts of junior high school students can be developed through project-based learning;(2)teaching model design,that is,how to design project-based learning that targeted to the development of modeling concepts of junior(3)teaching practice,that is,how to carry out project-based learning to exert a positive influence towards junior high school students’ of mathematical model concept.To solve the above problems,this paper adopts a variety of research methods,such as literature analysis,interview,questionnaire and quasi-experimental research.The main research contents and conclusions include:(1)Based on the literature review,this paper systematically reviews the research results of project-based learning and model concept in theory and practice,and proposes the conjectures of their integration.According to the interviews with teachers,it was found that teachers’ orientation to project-based learning literacy development is insufficient and there are limited ways to develop modeling concepts.Based on student questionnaires,it was found that students have difficulties in transforming and using models.According to the situation of project-based learning and modeling concept cultivation above,this study is feasible and necessary,and it can lay a foundation for further research.(2)Combining with the existing project-based learning models and practices,under the instruction of the basic concept of "begin with the end in mind" in teaching design,the study explores the consistency between reverse instructional design and project-based learning in three aspects,which are goal-oriented,evaluation-driven and overall planning.Based on those three aspects,this study designs a coupling model of reverse instructional design and project-based learning.According to the coupling model,a project-based learning operation process in mathematics is proposed for junior high school students’ modeling concept development,which includes,analyzing project objectives and determining project themes,creating real project situations and asking driving questions,predetermining evaluation criteria and decomposing project tasks,cooperating in a puzzle and building a project plan,carrying out project activities and iterating guidance and investigation,and sharing results and reflecting on the generation process.(3)Based on project-based learning coupling model and its operation process mentioned above,this study designs two projects according to the actual teaching situation of a school.Project 1 is a comprehensive practical project,which takes inverse proportional function as the basic content and summarizes the function unit based on the overall idea of function unit,and it is organized in the form of combining in class and out of class.Project 2 is an exploratory project,with graphical similarity and trigonometric functions as the main contents of the project,divided into three sub-tasks,which are mainly carried out in class.Meanwhile,corresponding project task lists,project plans and project self-assessment forms were designed for the above two projects.(4)To check the effectiveness of project-based learning on developing students’ modeling concepts,this study applied them in the first semester of the 2022-2023 school year in teaching mathematics of junior high school students.Specifically,I conducted a quasi-experimental study with two parallel classes of junior high school in a middle school.The experimental class was taught by project-based learning and the control class was taught in the traditional way.I analyzed the project-based learning implementation effect by comparing the pre-test and post-test scores of the experimental class and the control class and students’ writing process and student interviews.The study showed that the coupling model of project-based learning and operation process are conducive to improving students’ modeling concepts,and the students in the experimental class were better than the students in the control class in terms of model selection and model application.In addition,the project-based learning can improve students’ learning interest and cooperative inquiry ability.The innovation of this study lies in the establishment of a new coupling model and operation process of project-based learning in mathematics for the development of modeling concepts of junior high school students.Besides,by combining the teaching concepts of large-unit holistic thinking and interdisciplinary learning,this study proves the effectiveness of the coupling model towards developing students’ modeling concept in real cases.The results of the study show that project-based learning can promote the development of students’ modeling concept,enhancing students’ learning interest,feeling the value of mathematical applications,and promoting students’ sustainable development.