Research On Individualized Teaching Design Of Junior Middle School Mathematics

With the implementation of new curriculum reform, mathematics teaching in junior high school of compulsory education has also undergone great changes. The concept of individualized teaching was proposed to change the traditional teaching method in pursuing a uniform standard for students and to provide differentiated instruction for different students in adapting personality development of students. The top priority is to change teachers’ teaching concept in order to inject new ideas for the classroom teaching. Instructional design is an important part of teachers teaching, which is an important prerequisite for a good teaching work. Therefore, it is imperative to explore instructional design which corresponds to individualized teaching. Moreover, according to the past teaching of mathematics, the teacher who is easy to overlook students’ construction of the overall framework of the knowledge and ideas, and is lacking in training students’sense of innovation. Based on this, the author regarded the unit of mathematics teaching as breakthrough, and presenting to research the unit of individualized mathematics teaching design in junior high school. The unit of individualized mathematics teaching design in junior high school by integration unit materials suitable for the integration of mathematics teaching individualized teaching mode, highlighting the core disciplines of knowledge for improving teaching efficiency, and developing students’ innovative ability, and promoting personality development of students.There are five chapters in this paper. In the chapter 1, the author briefly presented the research background, research significance, the relevant research in the previous years and the construction of this paper to put forward the research questions.Chapter 2 is the literature review about individualized teaching. It was reviewed from the definition, the characteristics and the mode of individualized teaching. And the author also described the meaning and the molecular of unit teaching to summarize its mode, the general steps as well as advantages.Chapter 3 and Chapter 4 is the focus of the thesis. Chapter 3 mainly presented theoretical studies on the unit design of individualized teaching. This chapter proposes the unit design of individualized teaching in its meaning, values, principles, general steps. Meanwhile, by combining the section "Pythagorean theorem" of the junior high school mathematics, the author stated and explored the general steps in this section. Chapter 4 is the corresponding case design. The three hours of the unit teaching was provided as a reference for the theory of the design paradigm.In chapter 5, the author discussed the unit design of individualized teaching in the junior high school mathematics teaching and further to reach a conclusion. Meanwhile, from the teacher’s point of view, some operable implications were put forward concerning the implementation of unit design in individualized teaching.Through the study of unit design of individualized teaching in junior high school mathematics teaching, which firstly can provide teachers a new concept of an instructional design; Secondly, the corresponding theoretical research, provide teachers a reference for further study, and promote teachers’professional competence; and finally, provide various evaluation for students’ classroom learning.