The Case Study Of Interdisciplinary Project-based Teaching Oriented To The Cultivation Of Mathematics Self-regulated Learning Ability

The needs of society for interdisciplinary talents put forward new requirements for basic education,and mathematics,as a basic discipline,is closely related to many disciplines,so it is feasible to realize interdisciplinary teaching through mathematics projects.At the same time,self-regulated learning ability is a necessary skill for talents.Based on the above background,the purpose of this study is to explore the interdisciplinary projected-based teaching case oriented to the cultivation of mathematics self-regulated learning ability with mathematics as the core,and to analyze the mathematics self-regulated learning ability of students in interdisciplinary projected-based learning through the implementation of a specific case.Specifically,this study includes the following two research questions:(1)What are the characteristics of interdisciplinary project oriented to cultivate mathematics selfregulated learning ability? What are the links when developing its teaching cases?(2)How well do students perform their mathematics self-regulated learning ability in an interdisciplinary project-based teaching case taking cryptography tasks as an example?The following conclusions and enlightenments are obtained in this study:(1)The interdisciplinary project oriented to the cultivation of mathematics selfregulated learning ability should have six characteristics: theme,reality,challenge,cooperation,exploration and products.When developing the corresponding teaching case,it should include three stages: the design,implementation and improvement of project-based case.Among that,the design of project-based case includes five links:finding themes,designing driving questions and relating core knowledge,designing specific activities,constructing evaluation system and overall design;the implementation of project-based case also includes five links: exploration,forming products,product display,process evaluation and project evaluation.In addition,the analysis of students’ mathematics self-regulated learning ability can start from four dimensions: the ability to prepare for mathematical activities,the ability to organize mathematical activities,the ability to obtain mathematical learning outcomes and the ability to reflect on mathematical learning outcomes.(2)The interdisciplinary project-based learning taking the cryptography task as an example provides students with the opportunity to learn mathematical knowledge independently.Most of students show a strong ability of mathematics self-regulated learning,especially in the ability of communication and reflection on the learning process,which is important to improve the learning effect.However,some students show that they are lack of mathematics self-regulated learning ability,especially in the ability of mastering mathematical knowledge and reflection on products.This may be due to the fact that the new mathematical knowledge involved in this case is too difficult for ninth and tenth graders.And they seldom participate in this kind of learning mode so that they have no experience of reflecting on the products.Project-based teaching is an important way to cultivate students’ mathematics selfregulated learning ability,which should be systematically interspersed with conventional teaching.At the same time,more attention should be paid to the communication and cooperation in the process of project-based teaching.