Pedagogical Research On Promoting Student Understanding Based On Reverse Teaching

Rather than starting with the design of learning activities and instruction,reverse instructional design begins with the identification of the learning outcomes that are to be achieved,then the design of learning tasks to assess whether the outcomes are achieved,and finally the design of learning activities and instruction.Such a design pathway allows each stage to point towards the achievement of the learning outcomes until the teaching objectives are achieved and student understanding is promoted.On this basis,this study has conducted the following reflections: How should teaching and learning in junior secondary school mathematics be designed and implemented based on inverse instructional design? Also,does the design and practice of teaching and learning based on inverse instructional design help to improve students’ understanding of mathematics?In order to try to address these questions,this study first uses literature analysis to understand the relevant research on reverse instructional design,mathematical understanding and assessment of mathematical understanding.Then a lesson study was carried out using the starting lesson of the chapter on Parallelograms as an example.After each teaching practice,expert evaluations were conducted and interview surveys were implemented to understand the effectiveness of the teaching through expert evaluations and student dialogue,and to refine the teaching design and optimise the teaching process accordingly.After three iterations of the lesson,the final case study is developed.The first instructional design recalled and constructed ideas for the study of triangles before analogously deriving ideas for the study of quadrilaterals.However,the analogy of studying quadrilaterals only from the three perspectives of the definition,properties and determination of triangles,such that the transition from quadrilaterals to parallelograms and which elements of parallelograms should be studied,was slightly rigid and the construction of the knowledge system of parallelograms relied on the teacher;the second teaching design improved the analogy.It also reviews the particular quadrilateral studied in primary school from the general to the particular,initially building a framework for the study of the whole chapter.However,the introduction of the analogy section was too long,leading to a more hurried subsequent study of the properties of parallelograms;the third instructional design,therefore,optimised the process of property investigation and changed it to group work to improve the efficiency of the investigation.At the end of the lesson implementation,the three classes that carried out the teaching practice and one class that did not participate in the lesson study but did not differ significantly from these three classes in terms of teaching performance were tested on their level of mathematical understanding of the definition and properties of parallelograms,and the test results were analysed.Based on the analysis of the lesson study and the test results,the following conclusions were drawn:1.the design of inverse mathematics teaching in junior secondary schools should follow a 3-stage teaching process.2.The principle of consistency should be followed in carrying out reverse teaching of Mathematics in junior secondary schools.3.Process evaluation should be carried out in a timely manner to carry out the reverse teaching of Mathematics in junior secondary schools.4.The development of reverse mathematics teaching in junior secondary schools helps to improve students’ mathematical understanding.