Research On Designing And Teaching Of Worked Example In Reviewing Of Number Sequence Based On The SOLO Taxonomy Theory

The number sequence is one of the most important topics in the National Higher Education Entrance Examination.However,due to too much knowledge in limited time of reviewing class and it's comprehensiveness,how to improve efficiency of mathematics reviewing class has attracted teachers' attention.In view of the actual situation in the teaching,the author carried out an action research on a general grade 11 liberal arts class in an ordinary high school.The research consisted of two stages.In the first stage,a worked example designing framework combined with the SOLO taxonomy theory was constructed through literature research,and three class hours examples for comprehensive reviewing on the arithmetic progression and geometric progression were designed under the guidance of the framework.What's more,the examples were perfected based on interviews with three experienced teachers.In the second stage,three follow-up lessons based on a series of worked examples were carried out.In this stage,students were tested seven times,and six students were selected to track interviews.The goal is to explore the impact of the example learning and example-based teaching on students.The researchs show that:(1)The design framework of worked example based on the SOLO taxonomy theory is reasonable,and it can guide teachers to design and organize examples of single lesson or successive multiple lessons.(2)These examples,which are of holistic,hierarchical,discretionary and self-explanatory,have been acknowledged by teachers and students.Moreover,learning these examples can make the majority of different levels of students get the harvest.(3)For improving the efficiency of review and the students' self-learning ability in teaching of review lesson based on SOLO sample,We should focus on the learning diagnosis to make a whole teaching plan;focus on the students' mistakes to guid them to analyze the wrong examples;focus on the typical difficulties to instruct students to study examples.