Research On The Application Of ACT-R Theory In The Teaching Of "Linear Equation" In Senior One

Throughout the high school stage,students first came into contact with analytic geometry in the content of "the equation of a straight line".Learning the basic knowledge of "linear equation" will lay the foundation for the subsequent learning of conic section.Therefore,it is of great significance to learn the content of "linear equation" well.However,when analyzing and solving related problems in the "linear equation",students often have insufficient understanding of the "linear equation" and too many formulas to make a choice based on the meaning of the question,and it is easy to remember the formula Confusion,so that frequent errors.Therefore,it is very necessary to optimize the teaching design of "linear equation" and improve learning efficiency.Many scholars have done relevant research on the teaching of "linear equation",but its subjectivity is relatively strong and failed to reveal the process of students learning "linear equation" well.In order to enable students to better understand the knowledge of "linear equation",this article applies the ACT-R theory to the teaching of "linear equation" in the first year of high school,and optimizes and explores the teaching of "linear equation" again.The ACT-R theory is considered to be a learning theory based on individual cognition and psychology.One of its main research viewpoints is that most of the learning of knowledge can go through three stages: one is the declarative learning stage,The second is the procedural learning stage,and the third is the automation stage of knowledge,which serves as the starting point,process and end point of learning,and has a certain guiding role in mathematics teaching.Applying the ACT-R theory to the chapter teaching of the "Equation of the Line" in the first year of high school will not only help students solve the problems encountered in learning,but also have a certain guiding significance for teachers' teaching.Based on the research background,first of all,use the literature research method to determine the topic selection direction and research ideas,and read the article on the ACT-R theory and the teaching of "the equation of a straight line".Secondly,apply the ACT-R theory to the "linear equation" teaching design and experiment teaching in the experimental class,and the control class adopts the general teaching design.Finally,the effectiveness of the instructional design is tested from the students' "linear equation" academic performance and classroom participation.Finally come to the conclusions of this article: 1.When classroom teaching based on ACT-R theory effectively helps our students to master the "straight line equation",the students in the experimental class have a significantly higher level of understanding and mastery of knowledge than those in the control class.Up their mathematics academic performance.2.The "straight line equation" teaching based on ACT-R theory can improve the efficiency of classroom teaching and learning,and enhance students' classroom participation.Through the design of reasonable declarative stage and procedural stage,students' learning initiative can be improved.3.In the classroom,the teacher breaks down the teaching goal into each small problem can promote the improvement of students' understanding.