Design And Application Of Project-based Learning In High School Mathematics

The continuous advancement of the curriculum reform has put forward new requirements for teachers.Teachers should cultivate students’ ability of doing and behaving,and pay attention to students’ future development on the basis of taking into account students ’academic achievements.The aim of education turns to focus on the core competence of students,and the change of AIM will bring about the innovation of methods.Under such a background,project-based learning is active in the stage of educational reform because of its multiple characteristics of history and times.However,the implementation of project-based learning must take into account China’s national conditions,China’s education is mainly subject-based courses,so direct application of foreign project-based learning implementation of the general process may cause acclimatization,on the other hand,in such an environment,the development of project-based learning is bound to face resistance from all sides.So project-based learning must go through the process of localization,its application in China needs to take the subject teaching as a carrier,using the advantages of China’s subject teaching.In this context,exploring the combination of project-based learning and high school mathematics teaching,and studying how to integrate the elements of project-based learning into the regular curriculum of mathematics,from the teacher’s point of view,this paper puts forward the design principle and operation flow of mathematics project-based learning,transforms the theory of projectbased learning into practice,and provides a teaching hand for teachers.Combing and analyzing the literature,summarizing the research of project-based learning,the content includes the emergence and development of project-based learning,the connotation and value of project-based learning,the implementation mode of project-based learning and the application of project-based learning.On the basis of literature analysis,this paper clarifies the implementation elements of project-based learning,and integrates it with mathematics subject to explore the application of project-based learning in mathematics teaching in senior high school.From the angle of mathematics cognition and practice,this paper analyzes the scope of application of mathematics project-based learning,and holds that mathematics project-based learning can reduce the pursuit of contextuality and take mathematics knowledge as a project,the transformation process from mathematical experience knowledge to axiomatic system is also included in the application scope of mathematical item-based learning.This paper puts forward the design principles of project-based learning in mathematics from the teacher’s point of view.First,it emphasizes "thinking" and weakens "doing",it is pointed out that mathematics project-based learning should pay more attention to the application of mathematical thinking methods and less to the pursuit of the results of making objects by hand,it points out that project-based learning should point to twoaspects of the application of mathematics,one is the application of mathematics inside and the other is the application of mathematics outside,it is proposed that the design of mathematical projectbased learning and the refinement of big concepts can be carried out in parallel,and they support each other and promote each other.Fourth,we should attach importance to the supporting function of the history of mathematics to the project-based learning design.In order to increase the number of operability and combine the characteristics of mathematics subject,the implementation process of mathematics project-based learning for teachers is put forward,determine the project theme,analysis of the project objectives,design-driven nodes,the implementation of project activities,evaluation of the results of reflection.The first link is to determine the project theme,the importance of this link is analyzed,the good mathematical project theme should be both knowledge-based and context-based,and a mathematical project theme determination model is proposed.The second step is to analyze the project objective and determine the analysis model of the project objective.The third step is to design the driving node,analyze the connotation and importance of the driving node,and divide the driving node design into two steps,this paper presents the design table of driving node and two examples of driving node design.The fourth link is the implementation of the project activity,it is suggested that teachers participate in the whole process as instructors and observers,record students’ inspiration and creativity,maintain class order,and promote the development of projects in class,point out the achievement type of mathematics project-based learning.Based on this framework,a teaching case about solid geometry is designed,and the teaching practice is carried out.Taking two parallel classes of a high school in Wuxi as experimental subjects,project-based learning teaching was carried out in the experimental class,while conventional teaching was used in the control class.After the experiment,students’ unit test scores were counted,the results show that project-based learning can improve students’ academic achievement and interest in mathematics learning to a certain extent.The innovation lies in integrating the elements of project-based learning into high school mathematics teaching,and analyzing the transformation process of mathematical knowledge in project-based learning from the angle of mathematical cognition,to provide a train of thought for teachers to carry out project-based learning teaching.