The Theory And Practice Research On Instructional Design For Mathematics Of The High School Based On Constructivism

Constructivism is the further development of the theoretical study when behaviorism has already developed into cognitions . And its theory focuses on that study which is not the passive reception of knowledge taught by teachers , but an active process of construction based on knowledge and experience learnt ( original conception ) through study before , furthermore , construction bears the characteristic of scoiality .Instructional design for mathematics for the high school based on constructivism must be available to promote the congitive construction of mathematics which is actively constructed by students . What the paper refers to is that instructional design for mathematics of the high school is its teaching design in mathematical classroom .The theory is put forward , for one thing , to encounter the disadvantages of traditional instructional design for mathematics of the high school , for another thing , to analysize both the study of its history and present situation of instructional design for mathematics of the highschool based on constructivism and the study of the current theory and conception of instructional reform for mathematics in high schools . The paper not only discuss the basic theory of constructivism and the conception of constructivist mathematical teaching and learning , but also elaborate , that teachers , in their instructional design for mathematics of the high school based on constructivism , should be qualified for the novel conception of instructional designing principles . In addition , the theory proposes a practical mode of instructional design, for mathematics of high school based on constructivism . The procedure of this mode includes instructional target analysis and the analysis of students' personalities , the creating of situations,the design of active study and instructional assessment , as well as the performance of experimental research . Through the survey and stastic data of students' mathematics results , mathematical ability tests , and their interest in and attitude to mathematics , as well as self-assessment of subjective conception of mathematical learning , this paper demonstrates that the instructional design for mathematics of high school based on constructivism is beneficial to improve high school students' interest in mathematics learning and adjust their attitude to mathematics and in the end helps to improve their subjective conception of mathematics learning , their results and ability.