| Algebraic formula is an integral part of middle school mathematics,and as a bridge between elementary arithmetic and middle school algebra,it is an important part of middle school students’ learning mathematical knowledge.the national "Compulsory Education Mathematics Curriculum Standards" promulgated on April 22,2022,put more emphasis on the need for teaching middle school mathematics algebraic formula to focus on students’ core literacy and personalized development,and to cultivate students’ thinking methods in order to better adapt to modern education In order to better meet the needs and development of modern education.Based on this,the study of algebraic teaching has a more urgent significance and needs to be emphasized and explored in depth.In this paper,the content of teaching algebraic formula in junior high school mathematics is studied through literature analysis,questionnaire survey,teacher interview,and experimental research.First,by investigating students’ understanding of the five dimensions of algebraic formula(concept,representation,operation,property,and integrated application)in H city using reliability,validity,Kmeans clustering,Pearson correlation coefficient,and paired t-test research and analysis methods,interviewing teachers on three dimensions of lesson preparation,class,and post-class reflection,and analyzing classical classroom recordings on the Internet from teacher teaching,student learning,The four dimensions of course nature and course culture were studied and analyzed to understand the current status of algebraic teaching.Based on this,the content of algebraic formula is analyzed from two dimensions: macro and micro.On the macro level,the content of the curriculum standards and textbooks of "Addition and Subtraction of Integers","Multiplication and Division of Integers and Factorization","Fractions",and "Quadratic Radicals" are analyzed in two aspects of chapter content arrangement and knowledge structure arrangement;on the micro level,the representation,operation,properties,meaning and application dimensions of algebraic formula are At the micro level,the dimensions of representation,operation,properties,meaning and application of algebraic equations are analyzed,and corresponding teaching strategies for algebraic equations are proposed based on the integration of constructivism,contextualism and ACT-R theory.Finally,three lessons,"Multiplication of Powers," "From Fractions to Fractions," and "Quadratic Radicals," are used as examples for instructional design and specific instructional effectiveness analysis for two parallel classes.Based on the comparative analysis of the test scores of the two selected parallel classes,it was verified that this instructional design optimization was effective.In summary,the following conclusions were obtained from this study:(1)The content of teaching algebraic equations was gradually expanded on a macro level,with emphasis on students’ sense of reasoning and algebraic reasoning ability;on a micro level,the writing and reading of algebraic equations were standardized,and their arithmetic and property dimensions were organized and synthesized and applied,while language training of algebraic equations,including the conversion between symbols,graphs and words,was conducted.(2)Using teaching strategies that combine constructivism,contextualism,and ACT-R theory,including designing algebraic problem situations,exploring and communicating algebraic concepts,and using ACT-R theory to analyze and evaluate students’ learning processes,can improve students’ learning effectiveness and interest. |
