Research On Teaching Design Of High School Mathematics Based On Intuitive Imagination Literacy

The advancement of the information age and new curriculum reform have sparked innovation in mathematics education.Educators are now focusing on developing students’ core qualities.As one of the six core qualities of high school mathematics,intuitive imagination literacy is of great significance to the lifelong development of high school students,so it has high research value.Based on this,this paper takes the teaching design of cultivating the intuitive imagination literacy of high school students as the research object,develops specific teaching cases,and tests the effect in practice.In order to understand the basic situation of teaching and learning of intuitive imagination literacy,after fully combing relevant literature,this paper analyzes the basic situation of teachers’ teaching and students’ learning through designing questionnaires and interview outlines by means of investigation and research method,and summarizes the problems existing in teachers’ teaching as follows:(1)relatively passive interpretation of new things;(2)it is difficult to persevere in learning situation analysis;(3)the teaching method is relatively single.The main problems in students’ learning are:(1)the difference in learning motivation is obvious,and learning behavior still needs to be standardized;(2)insufficient learning confidence and lack of independent inquiry experience;(3)single learning method and low learning efficiency.Through the collection of students’ learning intentions and suggestions,it is found that most students hope that teachers can use information technology as an auxiliary means in teaching to create a relaxed and happy classroom atmosphere.In order to obtain effective teaching strategies,this paper analyzes the difficulties in teachers’ teaching and students’ learning.With the main purpose of cultivating students’ visual imagination literacy,combining constructivism theory,zone of proximal development theory,STSE education theory and Gagne’s teaching design principle,it puts forward three specific teaching suggestions: attaching importance to visual imagination and strengthening graphic teaching;respect students’ differences,enrich the intuitive experience;use information technology to optimize classroom teaching.Then,on the premise of the survey conclusion and relevant theoretical basis,and on the basis of excellent teaching cases,the "studentcentered" teaching design model is designed to cultivate students’ intuitive imagination quality,which is three cycles before class,during class and after class.According to the teaching mode,a specific teaching design path of various links and forms co-existing under the joint support of social resources and campus resources is constructed: course preparation → intuitive perception → hands-on operation → cooperative exploration → summary and reflection.Then take "trigonometric function","solid geometry" and "conic curve" related teaching content as an example,compile the specific teaching design.In order to verify the effectiveness of instructional design,educational experiment method is used to test the instructional design in practical teaching.Through experiments and statistical analysis,the results of the experimental class are significantly higher than those of the control class,and the results of the students in the experimental class at Level 1,Level 2 and Level 3 are significantly higher than those in the control class.Therefore,it can be considered that the teaching design is conducive to cultivating students’ intuitive imagination quality and achieves the expected goal.This study mainly highlights the following perspectives: through literature research,the weakness of the research on visual imagination literacy is clarified and enriched;through investigation and research,the problems existing in teachers’ teaching and students’ learning are clarified,and the reasons are summarized from various aspects,and the relevant strategy suggestions are put forward.Through lesson analysis and classroom observation,a teaching design path based on intuitive imagination literacy is constructed,and the effectiveness of the teaching design is tested through practice,which provides a reference for front-line teachers’ teaching.