Teaching Practice Research Of "From Formula To Equation" In Junior Middle School Mathematics Based On Learning Progression

Learning progression emphasizes the gradual deepening and development of learning.The theory has been a hot topic in the field of western science education since it was proposed,but it is still in its infancy in China.Due to the domestic and overseas differences in the curriculum system,the research achievement on the learning progression of foreign core concepts have too macroscopic significance for the practical teaching.The author defines the learning progression from the micro perspective,and thinks that the learning progression is a process in which the teacher puts forward the goal of learning progression according to the cognitive development law of the students,and makes the students' thinking and understanding gradually deepen through the implementation of teaching activities.In order to make the concept of learning progression more consistent with the curriculum system in our country and more able to guide the front-line teachers in teaching.So this paper,based on the theory of learning progression,makes a research on the teaching practice of the transitional content of junior middle school mathematics "from formula to equation".Firstly,students in the experimental class and the control class were pretested to understand their cognitive difficulties and existing knowledge base.According to the requirements of our curriculum standards,combined with literature research,the learning progression of "from formula to equation" was constructed for junior middle school students.Secondly,according to the learning progression of the construction,this paper aims to put forward the teaching objectives of a class,and the teaching plan that conforms to students' cognition and will make a comparison between this teaching practice with the traditional teaching method.Finally,the evaluation papers,classroom observation and interview results of the two classes are analyzed respectively,and Suggestions on the teaching guidance of the theory of learning progression are put forward.Through the analysis of the results,the following conclusions are drawn: compared with the traditional middle school mathematics classroom teaching,when the teachers implement the teaching plan based on the design of learning progression,the students have a deeper understanding of the knowledge in this lesson,which indicates that the instruction of learning progression is very beneficial to the students' learning.In addition,the situation of teacher-student interaction in the two classes was analyzed,and it was found that the students in the experimental class were more active and could cooperate with the teacher's advanced thinking.In the end,the interview with students is also a reflection,and then put forward relevant teaching Suggestions.