| Equation is an old mathematical problem with a long history.The learning of equations runs through primary school,middle school and even higher mathematics,and is closely related to life.And equation is an important mathematical content of junior high school and plays an important role in the algebraic field of junior high school.Therefore,the equation has important research value.ACT-R theory explains the complex learning process of human beings from simple cognitive activities,usually taking mathematical learning as the research object.This thesis studies junior high school equation teaching based on ACT-R theory,explores equation teaching strategies based on ACT-R theory,and designs equation teaching framework based on ACT-R theory.The research methods used in this thesis mainly include literature analysis,investigation and experiment.First of all,consult the relevant literature to introduce the content of ACT-R theory and sort out the research status of ACT-R theory and equation teaching;Secondly,this thesis understands the current situation of equation teaching and learning through interviews and questionnaires,and analyzes the problems in equation teaching;Thirdly,according to the literature review and the current situation survey,this thesis analyzes the guiding significance of ACT-R theory to equation teaching,and puts forward the strategy of developing equation teaching based on ACT-R theory;Then,based on the ACT-R theory,the equation teaching framework is designed,and provided two equation teaching cases;Finally,carry out the teaching experiment,select two classes in the second grade of junior high school for teaching,one as the experimental class and the other as the control class,and according to the results of the pre-test and post-test of the two classes,analyze the effect of equation teaching based on ACT-R theory and draw a conclusion.There are three main conclusions in this study.Firstly,through investigation,it was found that there are the following problems in equation teaching:(1)teachers do not attach importance to the design of teaching objectives;(2)inappropriate teaching methods;(3)inappropriate purpose of practice;(4)teachers lack educational theoretical knowledge;(5)students lack interest in learning,lack awareness of using their brains,and have inappropriate learning methods.Secondly,it is feasible to study equation teaching based on ACT-R theory,and put forward four strategies for equation teaching based on ACT-R theory: create situations,focus on typical examples;set target level and simplify complex problems;delicate practice and timely feedback.The third is to give the equation teaching framework based on ACT-R theory,optimize the equation teaching design,improve the equation teaching process,and conduct teaching experiments.Through experiments,it is concluded that equation teaching based on ACT-R theory is beneficial for improving students’ grades and has a positive impact on students’ non cognitive factors. |
