| The gist of this thesis is to discuss the factors associated with the maintenance and decline of the cognitive level of the high-level cognitive task in mathematics instruction. The purpose is to raise the successful implementation rate of the high-level cognitive task and improve the effect and the level of mathematics teaching.Through document analysis way, firstly, the thesis defines and analyses the mathematical task of teaching. The mathematical task of teaching is defined: First, according to the basic constitution, it includes the teaching objective, the content of teaching, the method of teaching and the study way of students. It's the organic unity of the four. Second, according to the phase (or process), it indicates not only the teaching content appearing in instructional material, but also indicates the classroom activities based on organizing or implementing those teaching content based on teachers and students. Secondly, draw on the experience of other scholars who have classified the mathematics teaching task based on the cognitive level, from point of view of the level of elaborative faculty, we categorize mathematical task into low-level task and high-level task and the high-level task are divided into two gradations: the lower and the higher. After that, we further analyses the characteristics of each level task. Finally, we comprehensively expound the significance of the use of the high-level cognitive task in mathematics instruction.The research prove: In mathematics teaching, to the high level encouraging students to think and reason, students are most beneficial: but, it is the most difficult to implement the teaching tasks with high-level cognitive requirement. Through investigation and analysis deep into the middle school classroom teaching and quite a few case researches, we havediscovered that it is not quite satisfactory in implementing the high-level cognitive task nowadays. For the high-level cognitive task maybe can't arouse students' high-level thinking and reasoning in implementation, the decline of cognitive level is still a common phenomena. Moreover, in the research, we also find that during the specific process of implementing the high-level cognitive teaching task, the decline of cognitive level maybe have the following possibilities: the higher gradation of high-level cognitive task梩he low-level cognitive task (decline), the higher gradation of high-level cognitive task梪nsystematic exploration (decline), the higher gradation of high-level cognitive task梟on-mathematic activities (decline), the lower gradation of high-level cognitive task梩he low-level cognitive task (decline). Of course, case research also proves: the cognitive level also can be maintained. Here we have 2 another situations: the higher gradation of high-level cognitive task梩he higher gradation of high-level cognitive task (maintenance), the lower gradation of high-level cognitive task梩he lower gradation of high-level cognitive task (maintenance).In the process of implementing the high-level cognitive task, the cognitive level not only has the phenomena of maintenance but also decline. The maintenance of the cognitive level is what we expect. Accordingly, the decline of the cognitive level is what we should surmount. So it is necessary for us to analyze these factors in detail. Only by finding the factors associated with the maintenance and decline of the cognitive level can we shoot the arrow at the target in improving and raising the level of implementation of the high-level cognitive task and the effect of teaching.By the empirical study when went deep into the middle school, we discovered three typical teaching examples which lead to the decline of the cognitive level of the high- level cognitive task. Through analyzing the cognitive level and the influencing factors of the decline of the cognitive level of these three teaching examples, also by visiting and talking withstudents and teachers who teach courses, we found out respectively: Three primary factors and secondary... |
PDF Full Text Request