An Action Research Of Teaching Content Analysis In Junior-high Math Teaching Design

Teaching content is a fundamental aspect in teaching. Scientificand reasonable analysis of the teaching content can not only improvethe teaching effectiveness, but also improve teachers’ professionaldevelopment. The analysis of teaching content is a requirement of theNew Curriculum Reform to innovatively use the teaching materials,and it is a guarantee for the effective classroom teaching. Practically,teachers haven’t valued the analysis of teaching content, or they onlystay the low level of the analysis of teaching content, and theiranalysis of teaching content depends on experience too much and isalso short of scientific and effective frame, while it is difficult for thetheoretical research on teaching content analysis to guide thepractice. Based on the current situation, the researcher tries totransform the existed theoretical analysis of teaching content intopractical feasible the instrument of the teaching content analysis.In the process of research, as an action researcher, firstly, theresearcher sorted and summarized the existed literature of teachingcontent analysis, and extracted the framework (including background,function, structure, elements, learning outcomes and tasks) andmethods of teaching content analysis. Secondly, combining with theclassification of mathematical knowledge, the researcher selected the teaching content, analyzed the teaching content with the relatedframework, and made the teaching design and put it into practice.Finally, according to the result of classroom observation, interviewswith students, reflective teaching and its implementation, theresearcher found out the problems existing in the analysis of teachingcontent, modify these problems and put it into practice again.At the end of the research, the researcher drew the followingconclusions:1. Conclusions on exploring the method of extracting the teachingcontent.According to Xi Dinghua’ classification of the mathematics studyresult (mathematical facts, concepts, principles, problem-solving,thinking method, skills, cognitive strategy, attitude), the researcherexplored the following methods of extracting the teaching content.Methods: look through teaching materials; search key words;extract the main mathematical content including mathematical facts,concepts, principles, cognitive strategy and so on; extract the mainmathematical skills based on the teaching activities (such asexploring, questioning, thinking, summarizing, proving, etc.); extractthe mathematical thinking method on the basis of the relationshipbetween knowledge.2. Conclusions on the teaching content analysis（1）In the practice of teaching, on the one hand, the teacher mustvalue the analysis of teaching content in their thoughts. On the otherhand, the teacher also have to master the methods of extracting theteaching content, and skillfully analyze it, so that he can combine theteaching design with it. （2）In the practice of teaching, teachers should improve theirprofessional quality, deepen the understanding and application ofsubject knowledge, grasp the whole process of knowledgedevelopment, and pay attention to the connection between thesubject knowledge and other knowledges.（3）In the practice of teaching, considering students’ learningsituation, the researcher analyzed the mathematics teaching content.What teachers will teach and students will learn depend on theteaching content. Therefore, the researcher considered students’knowledge level, learning ability, learning needs, and also noticedstudents’ individual differences to make every student develop.（4）In the practice of teaching, the researcher not only analyzedthe mathematical knowledge and skills, as well as the mathematicalthinking method, but also analyzed the materials bearing the teachingcontent, furthermore, the researcher analyzed whether the materialsare fit for students’ cognitive and teachers’ teaching practice.3. Conclusions on improving teachers’ teaching level andprofessional quality（1）Through the action research, as a teacher, the researcher hasknown the difference and the relationship between teaching contentand teaching materials, and has paid more attention to the analysis ofteaching content.（2）In the process of action research, as a teacher, the researcheranalyzed the teaching content with the frame, integrated the analysisof teaching content and teaching design with the teaching practice,and constantly reflected and improved himself. In the circulatedprocess of reflection, perfecting and implementing, the researcher make teaching content analysis put into the teaching practice. As aresult, the efficiency of classroom teaching has been improved, theteacher’ professional quality has also been improved.