Research On Instructional Design Of Inequality In Junior Middle School Based On ACT-R Theory

Inequality is a widely used mathematical tool to discuss unequal relation and it is an important part of mathematics curriculum system in compulsory education.The phenomenon of "easy to understand,but do wrong" is always appear in students' inequality learning in junior high school,and the students are also bored with inequality learning.However,the existing traditional teaching design cannot effectively solve these problems·Learning is a complex behavior related to cognition,the ACT-R theory emphasizes to interpret human behavior from the perspective of simple cognitive activities.This study will take this theory as a guide to improve the traditional inequality teaching design.Firstly,the author makes a systematic literature review on the ACT-R theory and the existing inequality teaching research.At the same time,questionnaire and interview are used to investigate the current status of inequality teaching from the perspective of students and teachers to summarize the problems in inequality teaching.To solve these problems,the author uses the ACT-R theory to guide the teaching of inequality,re-designs"inequality" unit teaching respectively from the teaching goal,teaching content,teaching process.In detail,the teaching process is carried out at three stages:the declarative stage and procedural stage and conditional stage.What's more,it is paid more attention in the teaching process design that explicit knowledge based on the introduction of the sample,the reasonable classification,target level decomposition and delicate practiceFrom the perspective of teaching fragment analysis,students' test feedback and reflection on teaching,the efficiency of the design is verified,that means the use of ACT-R theory in inequality teaching can help students master inequality learning,classroom learning participation and efficiency,and so mathematics achievement of students in junior high school are improved.