Mini Experiment Of Thematic Instruction Design On The Basis Of New Curricular Standards Of Junior Mathematics

The core notion of new curriculum that is student-centered can be analyzed specifically as follows: "everybody learns valuable mathematics; everybody acquires necessary mathematic; different people develop into different levels of mathematics". Thus it brings new requirements to mathematics curriculum. First, mathematics curriculum must be connected with life and with children's life and social practice. Second, mathematical teaching activities must admit students' knowledge and experience they have learned, adopt the autonomous, cooperative and inquiry learning and let students' participation activate our class teaching. Third, mathematical courses should be regarded as a transactional process in which teachers' roles are to be transformed and curriculum and teaching can be integrated. At last, basic function of evaluation is to promote the development of teachers and students and it can also embody humane thought.Thematic instruction design is brought out on the basis of the times background and problems of traditional teaching formulation and pays more attention to teaching forms than teaching quality. The target design is generated by "recreation" instructional design (Hans Frendenthal), the context and method is generated by "problem-solving form" instructional design (George Polya) and the framework is generated by the learning conceptions of Constructivism. It also integrates the core notion of new curriculum and the series of mathematics basic notion and personalized instruction design model.Mathematical thematic instruction design originally comes from diagnosis of consciousness of teaching organization, content theme, application of knowledge, stimulation of awareness of problems and extension of extracurricular knowledge. It is rooted in the construction of five themes, including real life, focuses of problems, mathematic activities, mental training of deducing and summing up and correction byfeedback. Through the activities among students, the group of students, teachers, teachers and group of students, this design develops a kind of poly-direction interactive modelfollowing the procedure--"transforming the knowledge of teaching material intoteaching theme context@into the focuses of teaching problems@into mathematical problem-solving @ carrying out transactional teaching @ stimulating application of knowledge@ feedback of application of knowledge and extension of extracurricular knowledge".Some junior students from the middle school affiliated to Southwest Normal University of China are selected as subjects and one year and a half's experiment shows:1. Students in different levels of records show different grades in consciousness of teaching organization, content theme, application of knowledge, stimulation of awareness of problems and extension of extracurricular knowledge. To strengthen these five consciousnesses, it is necessary to adopt the thematic instruction design in Mathematics teaching.2. Thematic instruction design can transform the mathematics context into problems, the problems into goals and the goals into life. In this way, it can stimulate students' interests and make abstract problems concrete.3. Thematic instruction design puts emphasis on the process and exploration of learning and on the discovery of knowledge. Thus it optimizes students' learning methods.4. Thematic instruction design focuses on the conception- "You are interested in study" and "You are able to learn", and then it can improve students' records through the notion --"You can master the Mathematics after you learn it in proper ways enthusiastically".