Research On Computational Teaching Design Based On Understanding Mathematics

The 2011 edition of the mathematics Curriculum Standards for Compulsory Education clearly states that the content of the curriculum should reflect the needs of society and the characteristics of mathematics,and furthermore,meet the law of students' cognition.It includes not only the results of mathematics,but also the formation process of mathematical results and the mathematical thought and methods it contains.Its choice is not only close to the students' reality,but also conducive to students' experience and understanding,thinking and exploration as well.In addition,it implements the recommendations of teachers in the teaching,not only to let students master the skills of the procedures and steps,but also to ask students to understand the the truths hidden behind the procedures and steps.In other words,in calculating teaching,students should not only master how to calculate,but also comprehend the corresponding calculating truth.However,while organizing the literature and accumulating teaching practice,the author found out that in calculating teaching,most teachers often emphasize "algorithm diversification" but ignore the importance of the truth in calculating.To this end,taking the fraction division as the entry point,the author makes an in-depth research on calculating teaching.The research mainly carries on proves from two respects.Firstly,the systematic analysis of the knowledge in calculating teaching is carried out by using the literature.Secondly,the teaching of fraction division as a concrete research object,is carried out in classroom practice through empirical researches.On this basis,based on the fully understanding of the calculating truth,the effective teaching designs of the calculation in fraction division will be carried out.Taking the fraction division as the entry point,the author of this paper studies the calculating truth,calculating teaching and teaching designs,and so on.By doing this,the author designs more ideal teaching designs,constantly improves them,and finally designs relatively perfect teaching designs that are more coincident with the law of students' cognition.Last but not least,the author holds the idea that if we want to improve students' calculating ability,we are required to design calculating teaching in different ways to ensuresuccessful teaching activities,so as to promote students' understanding of calculating truth.In addition,teachers should create meaningful situation,which should be close to the actual life of students as well.Furthermore,teachers should pay attention to improving students' cultivating ability through reasoning and analysis.They should strengthen students' understanding of calculating truth in practice,put understanding of calculating truth and researches on calculating truth throughout the whole process of calculating teaching.Researches on calculating truth theory is also involved in practices and tests,thus increasing the importance of students' understanding of calculating truth.