Application Research Of ACT-R Theory In Mathematical Fractional Teaching Of Junior Middle School

The fraction is an important part in the middle school mathematics knowledge system.It is an extension of the numbe from integer to fractionr;It is an extension of the formula from integer to fractionr.As an important algebraic form,fraction is an important carrier for studying functions,equations and inequalities.At the same time,as a mathematical model of some practical problems,it has an irreplaceable role.In the fractional teaching,the junior high school students have the following difficulties in learning the scores:(1)The understanding of the conceptual knowledge of the fractions is not profound enough;(2)The pre-repair knowledge related to the fractions(the multiplication and factorization of the whole formula)is not mastered;(3)The calculation in the fractional operation process is prone to error,and some students do not have an integral equation when solving the integral problem of the fractional equation.This is attributed to the fact that some teachers believe that the classification is easy to teach and easy to learn,and the teaching design is relatively simple,which leads to students missing a good learning process and insufficient understanding of the two types of knowledge and target level.Therefore,it is necessary to explore the effective teaching mode and teaching strategies and optimize the teaching design.The research methods of this thesis include literature method,investigation method,action research method and experimental method.They solve the following problems:(1)Analyze the problems in the fractional teaching through the literature method and the survey method,and propose a fractional teaching strategy for these problems;(2)Guide the fractional teaching design by using ACT-R theory,and in the process of teaching strategy;(3)According to the ACT-R theory,the fractional teaching can be divided into three stages and six links;(4)Using the curriculum evaluation form,the parting test volume and the student interview to test the effect of the experiment.The results of the study are as follows:1.Five-part teaching strategies based on ACT-R theory:(1)Reviewing pre-repair knowledge to facilitate the transfer of new and old knowledge;(2)Infiltrating analogyideas,contributing to the acquisition of new knowledge;(3)Designing exquisite exercises that help Practice makes perfect;(4)Target level decomposition,which helps to simplify and simplify;(5)Timely feedback of learning helps to correct mistakes.2.The fractional teaching based on ACT-R theory is divided into three stages and six links.The three phases are the declarative phase,the procedural phase,and the automation phase.The six links are creating scenarios(repairing knowledge before review),introducing new knowledge;applying strategies to explore new knowledge;explaining examples,applying new knowledge;variant exercises,consolidating new knowledge;classroom summary;feedback evaluation.3.Conclusions of experimental research:(1)Students like the teaching method of fractional instructional design guided by ACT-R theory;(2)The classification teaching design based on ACT-R theory is effective and can improve students' mathematics scores.And the effect is obvious.4.Improve and deepen the above five classification teaching strategies:(1)Reviewing preliminary knowledge;(2)Infiltrating analogy;(3)Skillfully setting up "exquisite" exercises;(4)Refining target level decomposition;(5)Analyzing problems arising in fractional teaching,and do timely measurement and control.It is hoped that this study will have a certain impetus to improve the effect of fractional teaching for frontline teachers.