On Generative Classroom Instructional Design Of High School Mathematics Based On Deeper Learning

Generative teaching is an instructional activity that builds on students’ prior knowledge experiences and enables them to grow new knowledge experiences from them.Deeper learning mainly covers the three key competencies of cognition,communication and mindfulness.The generative classroom instructional design of high school mathematics based on deeper learning is an instructional design process oriented to cultivate students’ higher-order thinking,so that students can critically expand their existing knowledge structures through collaborative communication and can achieve knowledge transfer.The new curriculum clearly states that the high school mathematics curriculum should be student-oriented,optimize the curriculum structure,and grasp the essence of the subject.As a necessary learning ability for citizens in the new century,integrating deeper learning into the current generative classroom of high school mathematics is an inevitable trend in the development of mathematics curriculum reform.Using the literature analysis method,this thesis defines the concepts of generative teaching,deeper learning,and deeper learning-based instructional design for generative classrooms in high school mathematics,and characterizes them: interactivity,autonomy,integration,transferability,and process.The questionnaire and interview methods were used with the aim of understanding the current level of students’ deeper learning in the generative classroom of high school mathematics and the specific implementation of the generative classroom of high school mathematics in the present day.Through statistical analysis of the questionnaire data,it was found that students’ deeper learning levels were low,especially in the cognitive domain of critical thinking,creative thinking,and transfer of connections.By compiling and analyzing the interview results,it was found that there are problems in the generative classroom of high school mathematics such as insufficient attention to the cultivation of students’ higher-order thinking character,the cultivation of independent generative ability in a formal way and a single way of evaluation.According to the results of the questionnaire survey,combined with the specific implementation situation and problems of the current generative classroom in high school mathematics,in order to enhance students’ ability to independently generate knowledge and meaning in the process of deeper learning,this thesis puts forward corresponding teaching design strategies in four aspects:(1)the design strategies of teaching objectives are knowledge structure objectives,generative ability objectives and higher-order;(2)the design strategy of teaching process is cooperative contextual inquiry and continuous information interaction;(3)the design strategy of teaching content is the combination of pre-determined and generated,static and dynamic;(4)the design strategy of teaching evaluation includes two aspects of formative evaluation and multidimensional evaluation.Finally,the feasibility and effectiveness of the strategy were verified through the case study method,which proved that the design strategy can enhance students’ ability to generate knowledge meaning independently in the process of deeper learning to a certain extent.