Analytical Study On The Difficulty In Designing The Theorem Of Mathematics Education Majors In Normal Universities

Mathematical theorem is the main part of mathematics knowledge,and the teaching of theorem also plays an important role in the whole mathematics teaching.After careful design of the theorem teaching,not only can you help build the mathematical knowledge structure,but also the development of students' mathematical thinking ability,so that students understand the meaning of mathematics.As the mathematics teachers in the future,college mathematics education majors,not only learn the knowledge of mathematics professional education,master the relevant theoretical knowledge,but also for the occupation skill training,and mathematics teaching design is an important part of them.The students of mathematics education major in higher normal colleges often encounter some difficulties when designing the teaching of theorem.In order to improve the ability of teaching design of mathematics majors in higher normal colleges,this paper aims to analyze the difficulties of their teaching design,find out the reasons for the difficulties,and put forward some suggestions.In this paper,two surveys were carried out by using the survey method,and the data were statistically analyzed by using Word and Excel software.In the first survey,I selected 179 students,from Shandong Normal University,Qufu Normal University,University of Jinan,Qilu Normal University,who are majoring in learning curriculum and teaching design of mathematics education.Through statistics and sorting,find out the main difficulties of theorem teaching design in college mathematics education majors and prepare for the second survey.Then,50 college students who participated in the first survey are surveyed for the second survey.Finally,some suggestions are put forward to solve this problem.Through the investigation and study,students majoring in the mathematics education in normal university have difficulties in teaching design mainly in the following aspects: the creation of context appropriate to the problem in the teaching of theorem;teacher of design activities,methods and ideas to organize and guide the students to explore the proof of the theorem;analysis of knowledge structure of the subject;analysis of different stages of the students' existing knowledge and experience applicable scope;master a variety of teaching methods;to understand the history of mathematics development;make appropriate modifications to the teaching content of the course teaching.By analysis,the main causes of the difficulties are: mathematical theorems are highly abstract and generalization ability;situational problems;guiding students to prove theorems lacks methods and ideas;the potential value of the proof of the theorem does not dig deeply;heavy conclusion,light on the teaching process;contents are not familiar with teachers who cannot understand the different stages of the students' existing knowledge and experience;grasping the overall course ability is insufficient;lack of practical experience of teaching;lack of the history of mathematics knowledge.In this situation,this paper puts forward several suggestions to improve the college mathematics education majors' ability of theorem instructional design.From the teaching of teachers: through the case of theorem teaching,enhance college mathematics education majors' abilities to create problem situations;help students further clear proof method and its logical basis;organize college mathematics education majors to read Middle school mathematics teaching material,enhance the ability to grasp the teaching material;optimization of teachers of Mathematics Specialty Training Program,promote the theory and practice of education combining;enhance the feedback and evaluation of instructional design,promoting the ability of instructional design.From learning and practicing of the students: further study materials,grasp the teaching materials,enhance the overall ability to grasp the curriculum;reading comprehension and application of curriculum standards,curriculum standards;the creative use of teaching materials,optimize the teaching content;fully understand the students' knowledge and experience the possibility of learning ability,learning needs and development;accumulate the history of Mathematics knowledge in learning,penetrate the history of Mathematics knowledge in teaching;Deep understanding of reinvention theorem,enhance theorem proving;strengthen the teaching reflection,promoting professional growth.