First, the presentation strategy
Most of the math tasks in the classroom are specially designed by teachers according to the specific teaching content and the actual situation of students. From the application of task-driven learning in the actual classroom, there are mainly the following task presentation strategies:
1. Direct rendering strategy
Directly presenting tasks means that teachers present math tasks directly to students, rather than hiding them in specific teaching situations. The math task mentioned here must be a holistic and open question or event that students are interested in, rather than presenting a specific exercise or knowledge point. Students can use various strategies to reach the same conclusion when completing tasks, or they can use various strategies to reach multiple conclusions.
2. Situation presentation strategy
The strategy of presenting tasks in situations is to present students with a more real or realistic life situation before they enter mathematics activities, so that students can find and ask mathematics problems through thinking about the situation, and then complete the tasks through individual or group exploration.
Strategies for general scenario presentation tasks can mainly adopt the following methods:
(1) Use one or more situations to present tasks comprehensively: Mathematical tasks can be set around one situation in class, and the whole activity can be carried out around this situation, or multiple situations can be presented at the same time to present mathematical tasks.
(2) Presenting tasks with stories: Stories can be classic fairy tales, adapted stories, or real events in real life, but children must be familiar with and interested in them. Mathematical tasks are connected in series and structured in the middle of the story.
(3) Using experimental design to present tasks: It can be students' creative design based on certain situations, such as designing a flower bed with an area of 50 square meters, or it can be experimental design, such as preparing 30% physiological saline.
(4) Presenting tasks with multimedia technology: presenting multimedia videos or teaching courseware to students, who try to discover mathematical problems and knowledge from multimedia information, and the tasks are gradually revealed in students' continuous discovery.
3. The task list shows the task strategy.
When preparing lessons, the teacher designed the task content and requirements into a list. After assigning math tasks in class, the teacher will send a list of tasks to each student. The whole mathematical activity revolves around the completion of the task list. Students are mainly encouraged to record the specific process of task completion and the reversibility of thinking, that is, to record relevant solutions, methods and conclusions in the task list. The task list can include: specific math tasks, problems that students want to put forward and decide to solve, guesses, design schemes for completing tasks, records of methods, analysis of failure reasons, etc.
Second, the guiding strategy
In some math classes, we can find that teachers try to organize students to use task-driven learning to carry out math activities, but they do not guide students well. Some teachers regard instruction as a specific program instruction, so that students can get a simple discovery according to the instruction, so that students may get only the appearance of a conclusion-"This is the conclusion", but they don't understand the mathematical essence behind the program instruction-"Why do you have to do this to get such a discovery".
For example, in a class to explore the triangle area, after the teacher assigned the task, let the students make two identical triangles first, then let them put the two triangles together and ask the students, "What did you find?" In this step-by-step traction process, students will only complete the task step by step according to the teacher's wishes. Although they finally found that "the area of two triangles is equal to the area of parallelogram", although they have experienced it personally, it can't help students form more strategies and mathematical ideas to solve the same problem.
In task-driven learning, you can usually use the following strategies as a guide:
1. Use relevant mathematical data to guide.
Review before class is the best way to prepare by using relevant materials. Teachers organize learners to review factual knowledge and procedural knowledge related to this lesson, which helps students focus their cognitive resources on tasks.
2. Use concept maps for guidance
Generally, in concept teaching, in order to help students reconstruct the cognitive structure of mathematical concepts, students can be organized to establish new connections between new concepts and existing concepts, students can be encouraged to design concept maps with icons that they can understand, or teachers can provide some conceptual frameworks for students' reference.
3. Use metacognitive questioning guidance
When presenting mathematical tasks in the form of task list, we can consider giving clues in the form of metacognition, that is, guiding students to reflect on "What do you already know?" "What else can I do?" "What is the reason for your failure?" "If your method doesn't work, can you consider someone else's method and try again?"
4. Use "strategic package" to guide
In task-driven learning, after assigning mathematical tasks, teachers can sometimes organize students to predict the methods of solving tasks first, and students brainstorm and put forward possible effective problem-solving strategies. These strategies form a "strategy package" and can also be an important clue in the process of task-driven learning.
In short, strictly speaking, task-driven learning is not a teaching model, but there are still some organizational strategies. There are three strategies for task presentation: direct presentation, situational presentation and task list presentation. After the task is presented, teachers can adopt the following strategies: using relevant mathematical information, using concept maps, using metacognition to ask questions, and using "strategy package" for guidance.