Research On The Teaching Of High School Mathematics Review Course Based On Reverse Teaching Design

Under the background of the new curriculum reform,the focus of classroom teaching has shifted to promoting students’ in-depth understanding of knowledge,cultivating students’ ability to transfer and apply knowledge to solve real-life problems,so as to improve students’ core literacy in the subject.High school mathematics review course is an important type of course to implement classroom teaching requirements,but the current review course teaching has certain limitations on the development of students’ understanding and transfer ability,and lacks teaching design for the purpose of cultivating students’ core mathematical literacy.As a new teaching mode,reverse teaching design advocates the realization of comprehensible teaching through teaching design,that is,guided by in-depth understanding of big concepts,reverse analysis and design of multiple assessment evidence that can evaluate the degree of understanding,and set up experiential learning activities to promote students’ understanding,which injects new concepts into the current teaching status of high school mathematics review courses.Based on the above research background,this study explores how to use the reverse teaching design mode to carry out the teaching of high school mathematics review courses with the purpose of promoting knowledge understanding and transfer application,tries to put forward strategies and suggestions for reverse teaching design of high school mathematics review courses,and explores new ways to improve the teaching efficiency of mathematics review classrooms.Through a questionnaire survey of mathematics teachers and students in five high schools in H City,this study analyzes and summarizes the outstanding problems in the current teaching of mathematics review courses in high schools,including that review courses are mostly manifested as "learning by teaching",focusing on knowledge and skill memorization practice.The review objectives are empirical,and the review content lacks systematic integration;The teaching of review courses is mainly based on a single final evaluation,which is difficult to fully feedback the review effect.The teaching activities of the review class are relatively single,and students’ problem-solving skills need to be improved;Teachers consciously change the current status quo of review courses,and generally agree on the value of reverse instructional design.Therefore,under the guidance of the reverse teaching design model,this study first puts forward the general concept of teaching reform of high school mathematics review course "starting from the end to achieve comprehensible teaching",and then takes the three implementation stages of reverse teaching design as the dimension,and puts forward the strategies and suggestions of reverse teaching design of high school mathematics review course in a targeted manner,including: first,scientific analysis of teaching elements,screening and integration of review content around big concepts,and design expected review results;The second is to use the "six aspects of understanding" as the evaluation blueprint,estimate learning behavior,and carry out multiple assessments to evaluate the degree of understanding;The third is to carry out experiential review activities guided by expressive tasks to improve students’ ability to transfer and apply.Finally,this study takes the review course "Monotonicity of Functions" in high school mathematics as an example for teaching design,in order to provide a case reference for the teaching of front-line teachers.