A Comparative Study Of Middle School Mathematics Teaching Design Of Three Kinds Of Common Orientation

As it is known to all, reasonable teaching design can both guarantee the efficient teaching, and promote realizing the optimization of teaching process. Therefore, teaching design has received the attention of scholars home and aboard since it was put forward. At present, various kinds of teaching designs based on different theories emerge as the time requires. However, teaching design of absolute perfection does not exist. Each teaching design has its advantages and disadvantages. This thesis will compare the three different teaching designs of mathematical teaching in middle school, in order to put forward better proposal for the accomplishment of teaching task.The thesis consists of six chapters. Chapter one describes the raised issues, research methods, significance.Chapter two gives a literature review on the relevant studies of teaching design: firstly review the connotation of Mathematics instructional design; secondly explain the instructional design on the current status through questionnaires; thirdly, elaborate the current study on the Mathematical teaching design from perspectives of Mathematical teaching design model, Mathematical teaching design ability, and Mathematical teaching design orientation.Chapter three clarifies the theoretical basis from the following four perspectives:the psychological characteristics of high school students, constructivist learning theory, teaching philosophy of the new curriculum, subject characteristics of the Mathematics.Chapter four is the survey and analysis on teaching design, in order to reach conclusions and provide suggestions for the improvement of teaching design.Chapter five is the comparative study on the cases of teaching design. Take "Ellipse and its standard equation" as the example, to analysis Mathematical teaching design based three different orientations, through comparative analysis, teachers’evaluation, and comprehensive analysis.Chapter six is to conclude the absence of universally instructional and perfect teaching design. What’s more, there is no absolute superiority and inferiority of the teaching designs based on various orientations. Furthermore, the thesis appeals to the teachers to make good for deficiency by integrating the advantages of different teaching designs. At last, the thesis expounds limitation of this study.