Research On Instructional Design Of Financial Situation Problem In New High School Mathematics Textbook

The Curriculum Standard of Mathematics for ordinary high School(2017 edition)puts forward that "it emphasizes the connection between mathematics and life and other subjects,and improves students’ ability to solve practical problems by applying mathematics".Financial education is an important part of financial literacy education.The penetration of finance can be seen in mathematics textbooks,but its setting is fragmented and unsystematic,which is contrary to the "structure of curriculum content" required by curriculum standards.Based on the above background,it is meaningful and necessary to conduct a holistic instructional design research on financial situation.Firstly,this study uses literature analysis method to sort out and analyze the financial situation problem,the literature related to the situation problem and the whole teaching,defines the concept of the situation problem and the financial situation problem,and defines the dimension of the comparative analysis of the financial situation problem.Secondly,this paper uses content analysis method and comparative analysis method to analyze and compare the financial situation problems in the textbooks,and summarizes the characteristics of the design of financial situation problems in the textbooks.Then,according to the characteristics of the above comparative analysis,the characteristics of situational problems teaching and the characteristics of the whole teaching,summed up the basic characteristics of financial situational problems instructional design and the infiltration mode of financial situational problems.Finally,based on the new high school mathematics textbooks of People’s Education Version A,a holistic instructional design scheme is designed respectively under the guidance of function theme,probability and statistics theme,including the teaching scheme of financial situation infiltration homework,class,extended topics and mathematical modeling activities.This study mainly draws the following conclusions:1.Design features of financial situation problems in high school mathematics textbooks.Each edition of high school mathematics textbook studied in this paper has a certain amount of financial situation problem penetration.The distribution of financial situation problem in knowledge domain is concentrated.The types of deposit and loan scenarios are the most common.In the old and new textbooks,the financial situation problem is set most in exercises and examples,while the review problem is set least.In the new textbook,the proportion of financial situation problem is fictional situation has increased,and the high correlation of mathematics is as high as 96%.2.Characteristics and penetration mode of instructional design for financial situation problems.(1)"Double chain" design guided by the theme and related to horizontal and vertical knowledge.Teachers should take into account "mathematical knowledge chain" and "financial situation chain",and design the teaching of financial situation problem under the overall theme.(2)Clarify core classroom problems and determine financial situation problems.Problems promote the process of teaching.In the teaching of financial situation problems,it is necessary to clarify the core problem of mathematics content.(3)Based on the teaching material and learning situation,select the infiltration mode of financial situation problem.This paper divides the infiltration mode of financial situation problem into six types: homework infiltration,classroom infiltration,extension topic,review topic,mathematical modeling activity and mathematical inquiry activity.3.The following conclusions are drawn from the teaching case design of the new high school mathematics textbook of People’s Education Version A.(1)There are many penetration of financial situation problems in the textbooks of the A edition of People’s Education,but all of them are fragmented penetration as introduction and example questions,and it is difficult to reflect the coherence of financial situation problems.The integration of mathematics content and financial context can be highlighted by adding the teaching case design of penetrating financial context problems in the form of introductory,thematic or comprehensive practical activities.(2)The instructional design of financial situation problem in the A version of People’s Education can start from two themes: function theme.probability and statistics theme.The overall design under the guidance of the theme is carried out first,and then the instructional design of specific class hours is carried out.This study tries to break through the discipline boundaries of mathematics and finance,enrich the research of mathematics teaching design,and the teaching case design developed has certain reference significance for high school mathematics teaching.