He, Department of Mathematics, South China Normal University

First, the basic structure of mathematics education papers

title

(The summary of the central content of the paper requires accuracy, appropriateness, distinctiveness, conciseness and refinement, generally no more than 20 words)

Author's name (company name, province, city and postal code)

abstract:

The content of the abstract should all come from the paper itself, which is a high degree of "concentration" of the content of the paper, which is convenient for readers to quickly understand the main content of the paper. The requirements are accurate, concise (generally no more than 300 words), independent, complete and objective (you can't introduce and comment in the tone of a third party, such as "The article thinks that …", "This article goes through …", "This article discusses …" and "This article puts forward for the first time …", which all fail to meet the requirements).

Key words:

(Key words are about 3-8 words or terms selected from the paper to express the content information of the full text).

Introduction (opening remarks)

1. The reason and importance of the topic.

2. Summarize the existing research on this topic, such as research progress, evaluation of existing conclusions, unsolved problems, etc.

3. The purpose, method and plan of this study.

4. Significance and value of this study.

Several common opening methods:

1. The way to start the content range is to explain the content range to be discussed in this article;

2. Problem-solving technique, that is, starting with a mathematical problem or the problems existing in the research object;

3. The method of asking questions at the beginning, that is, expressing the central content of the paper in the form of asking questions;

4. Purpose-initiated method, that is, directly telling readers the purpose of the paper;

5. The method of starting with the background, that is, explaining the historical background of the research topic;

6. The conclusion opening method is to directly explain the main conclusion of the paper.

main body

1 …………

1. 1……

1.2……

1.3……

2 …………

………

Conclusion and discussion (conclusion)

The conclusion part plays the role of summarizing the full text, deepening the theme and revealing the law. Its content is roughly an overview of what problems I have studied, what conclusions I have drawn, and what problems need further study.

In the following cases, the conclusion part can be omitted:

1. The conclusion has been summarized in the preface;

2. The conclusion is self-evident;

3. Confirmation documents;

4. Papers, refutations and supplementary papers.

appendix

Appendices refer to some important materials that are inconvenient to write in the text because of their many contents and long length, but must be clearly explained to readers. Because there are some unfinished contents in the text, including them in the text will dilute the theme. So in the last part of the paper, an appendix is used to make up for it. The contents of the appendix mainly include the outline of the symposium, questionnaires, test questions, various charts, etc.

refer to

Reference refers to the books and materials cited by the author in the process of writing a paper, including materials, data, arguments and words cited by reference or directly, and the content of the source must be indicated in the paper. Including all kinds of works, periodicals, academic reports, dissertations, scientific and technological reports, patents, technical standards, etc.

Generally speaking, when the paper quotes the viewpoints, data and materials of predecessors, it should be numbered in order and the sources of the quoted contents should be listed in turn.

The cited literature is a periodical, which can be compiled by imitating the following examples:

This is Xiaoya. Analysis of cognitive obstacles in mathematical application problems [J]. Shanghai Education Research, 200 1,

6:4 1-43.

[5] He Xiaoya. Teaching strategies to construct a good mathematical cognitive structure [J]. Journal of Mathematics Education. 2002, 1 1 (1): 25.

The cited documents are monographs, papers, dissertations and academic reports. , it can imitate the following example to write:

[2], Huang Xizong, Fan, et al. Research on solving mathematical problems in middle schools [M]. Jiangsu:

Jiangsu Education Press, 1998. 96- 104.

The quoted file is a newspaper, which can be written by imitating the following example:

[8] Xie Xide. Create new learning ideas. People's Daily,1998-12-25 (10)

The above is a reference to the format of general small papers. For graduation thesis, you should follow the following format.

First of all, the questions raised

(background, question, what question do you want to study ...)

Second, the definition of terms

Term definition is to explain the key terms used in your paper, such as what is the meaning of "new curriculum standard"? What does "mathematical modeling" mean? What does "infiltration" mean ...)

Third, the research status (summarizing the research situation of peers (related literature))

Who/what literature/research/conclusion/simple evaluation. Indicate the source in the form of a footnote. Literature review is best carried out by category.

Fourth, the significance (value) and theoretical basis of the research (your theory is mainly the theory of mathematics curriculum standards)

Verb (abbreviation of verb) research method (your method is literature research, comparative research and qualitative research).

Research achievements of intransitive verbs

This is the result of your own research in the following. Write as much as you have, and don't have to cover everything. Other people's achievements should be placed in the research status quo. Otherwise, it will be difficult for readers to tell which part belongs to others and which part belongs to you.

Seven. Research conclusion

(The conclusion is based on "V. Research Results")

Eight. Research prospect

(Insufficient research/existing problems/problems worthy of further study)

Second, the topic of mathematics education papers

1. Learning and researching mathematics education literature

Journal of mathematics education

Research on Mathematics Education (Netherlands);

Journal of Mathematics Education Research (USA);

Mathematics teaching (English);

Math teacher (USA);

Curriculum, Textbooks and Teaching Methods (People's Education Press)

Journal of Mathematics Education (Tianjin Normal University, etc. )

Bulletin of Mathematics (chinese mathematical society, Beijing Normal University);

Mathematics teaching (East China Normal University);

Middle School Mathematics (Hubei University);

Middle school mathematics teaching reference (Shaanxi Normal University);

Middle School Mathematics Research (South China Normal University).

2. Grasp the new trend of mathematics education research.

Keep abreast of the new trends and achievements in mathematics education research, actively participate in teaching reform, be brave in practice, and combine teaching with scientific research.

3. Learning curriculum standards and new textbooks

Nine-year compulsory education mathematics curriculum standards, high school mathematics curriculum standards, various versions of new textbooks.

4. Study the process and teaching methods of students' learning mathematics.

5. Study elementary mathematics problems

Special research on some problems or methods in various branches of elementary mathematics, such as the popularization and improvement of a theorem, the proposal and application of a problem-solving method.

Third, matters needing attention

1. Choose research topics according to your own interests and specialties.

2. Pay attention to the choice of literature.

Select documents around the theme, and the selected materials should be typical (representative).

Practicality, theory and novelty

3. Concept and layout

When conceiving the frame structure of the paper as a whole, we should pay attention to how to ask questions as a whole.

The paper is divided into several parts, and each part is subdivided into several small parts. What are the main points of each small part?

4. Revision and finalization

After the first draft is completed, it should be carefully scrutinized and revised repeatedly. We should dare to deny ourselves and avoid going through the motions.

Step 5 focus on innovation

The paper should pay attention to innovation, and the most taboo is conformism. Others wrote it, so did they.

Yao, follow the others. When writing a paper on mathematics education, we should make innovations in topics, contents, arguments, examples, ideas and methods for solving problems, because innovation is an important symbol of a paper's high quality.

6. The characteristics of manuscripts that are not easy to publish

The experience and methods discussed in (1) are well known.

(2) The listed data are suspected to be set for self-evaluation;

(3) The selected examples are out of date;

(4) Just a bunch of examples, lacking profound theoretical analysis;

(5) The concept is unclear and the logical reasoning is wrong;

(6) The conclusion is long and the application scope is narrow;

(7) The topic is too big, the design is too wide, and the discussion is comprehensive, but not in-depth;

(8) The article is too long (more than 5,000 words).

Appendix 4: Examples of research topics

I. General research topics

1. Analysis and Research on Middle School Mathematics Curriculum Standards

2. Research on Mathematics Propositions and Answers of College Entrance Examination

3. Research on open mathematics problems

4. Research on mathematical application problems

5. Comments on the educational thoughts and teaching art of excellent math teachers.

6. Experimental research on mathematics teaching reform

7. Causes of Poor Students in Mathematics and Teaching Countermeasures

8. Research on the evaluation of students' mathematical ability

9. The connotation of quality education in mathematics education

10. Middle school mathematics teaching and the cultivation of students' innovative consciousness

1 1. Middle school mathematics teaching and the cultivation of students' application consciousness

Theory and Practice of Mathematics Curriculum Evaluation

13. Research on Mathematics Language Teaching

14. Teaching research on mathematical thinking methods

15. Middle school math homework processing

16. Using mathematical methodology to guide mathematics teaching

17. Investigation on Middle School Students' Mathematics Reading Ability

18. Investigation on Middle School Students' Mathematical Language Ability

19. Investigation and research on mathematics learning style

20. Investigation and research on mathematical communication ability

Second, high school mathematics new curriculum teaching research topic

(A) The original content teaching research under the new curriculum concept

Research on function teaching.

2. Research on vector teaching

3. Teaching research of solid geometry.

4. Teaching research of analytic geometry.

5. Derivative and its application teaching research.

6. Research on Probability and Statistics Teaching

7. Research on inequality teaching

8. Research on the teaching of trigonometric identity transformation

(B) the new content of teaching research

9. Algorithm teaching research

10. Research on Statistical Case Teaching

1 1. block diagram, reasoning and proof teaching research

12. Teaching Research of Elective Series 3

13. Teaching Research of Elective Series 4

(C) Double Basis and Ability Teaching Research

14. Research on double-base teaching design of high school mathematics under the new curriculum concept

15. Research on Cultivating Students' Abstract Generalization Ability

16. Research on the role of perceptual reasoning and deductive reasoning in cultivating students' thinking ability

17. Research on the implementation of students' autonomous learning in the new mathematics curriculum

18. Research on Cultivating Students' Self-monitoring Ability in Mathematics Teaching

19. Study on the scientificity and feasibility of curriculum content and requirements in the standard

20. Research on Mathematics Culture to Promote Students' Mathematics Learning

2 1. Research on the Infiltration of Mathematics Inquiry and Inquiry Learning in Mathematics Teaching

Third, the evaluation topic of the new high school mathematics curriculum

1. Research on the Evaluation of Students' Mathematics Learning Process

2. The development of modular summative evaluation tools and methods that embody the new curriculum concept.

3. Evaluation of reading reports of elective series 3 and 4.

4. Evaluation of mathematical inquiry and mathematical modeling.

5. Classroom teaching evaluation of new mathematics curriculum in senior high school.

6. Evaluation of the professional development of senior high school mathematics teachers

7. Research on the proposition of college entrance examination under the concept of new mathematics curriculum.

8. Evaluation of emotional attitude and values in mathematics teaching.

9. Study on the organic combination of process evaluation and summative evaluation

Fourth, the information technology research topic of high school mathematics new curriculum

1. The triple chain representation of information technology (numbers, figures and symbols) has had an impact on mathematics teaching.

2. The network environment promotes the implementation of the new mathematics curriculum (such as using network resources to show mathematics culture).

3. Integration of information technology and research-based learning

4. Using information technology to change students' learning style (combined with specific content research)

5. The influence of information technology on the form and content of evaluation.

6. The establishment of mathematics curriculum and teaching resource database with information technology as the main means.

7. The influence and promotion of information technology on students' mathematical ability (such as graphic intuitive ability, logical thinking ability or operational ability, etc.). )

8. A case study of information technology promoting the occurrence and development of mathematical knowledge.

9. Case development of the integration of information technology and mathematics curriculum content

Fifth, the research topic of curriculum resources of high school mathematics new curriculum.

The background of 1. algorithm and the collection and accumulation of examples.

2. The background of probability statistics and the collection and accumulation of examples.

3. Derivative and its application background and examples collection and accumulation.

4. The development and accumulation of senior high school mathematics elective series 3 curriculum resources

5. The development and accumulation of senior high school mathematics elective series 4 curriculum resources

6. A comparative study of current high school mathematics textbooks.

7. The expansion and application of new mathematics curriculum resources.

8. Expansion and utilization of online mathematical resources

9. Research and development of mathematics teaching software

10. Dissemination and information sharing of mathematics teaching resources

6. Research-based learning (mathematical modeling, mathematical inquiry) of the new high school mathematics curriculum.

1. How to guide students to choose topics of mathematical inquiry and mathematical modeling?

2. Research on the relationship between mathematical inquiry, mathematical modeling activities and classroom teaching.

3. The role of inquiry learning in cultivating students' ability

Problems in Middle School Mathematics Textbooks and Teaching Research

1. What are the criteria for a "good" situation? How to develop? Some excellent situational communication.

2. How to highlight the "mathematization" process in some important mathematical concepts (such as functions)?

2. The infiltration of some important mathematical thoughts (such as random thoughts and axiomatic thoughts) in middle school mathematics.

3. System design and case exchange of statistics and probability content.

4. System design and case exchange of inquiry learning.

5. Systematic design and case exchange of collation and review.

6. System design and case exchange of geometric content.

7. System design and case exchange to develop students' reasoning ability.

8. The connection between primary school, junior high school and senior high school, and the connection between knowledge (what are the important connections? How to reflect it? )。

9. The influence of information technology on course content selection, presentation and teachers' professional development.

10. How to embody the cultural value of mathematics is not limited to the history of mathematics.

1 1. How do textbooks reflect the flexibility of teaching content (reading materials, selecting learning content, opening questions, providing reference books)?

12. How do textbooks better reflect the characteristics of mathematics and students' cognitive characteristics?

13. Establish mathematical model and double-base teaching of mathematics.

14. How to deal with the relationship between "blank space" in textbooks and students' self-study (reading)?

15. The relationship between "blank space" in textbooks and teachers' development space.

Thinking and practice of evaluation.

Attachment 2:

Instructional design template

Project name: ××× year × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × day × month × month × month × day × month × month × month × month × month × day × month × month × month × month × month × month × month × month × month × month × month × month

Teaching level: × grade

Designer: (name, company, zip code, contact number (mobile phone or PHS! ), e-mail, etc.

First, the analysis of teaching content

1. Main teaching contents

2. Textbook writing characteristics

The position of the content of this lesson in the unit, the intention and characteristics of compiling the textbook of this lesson, etc.

3. The core idea of mathematics in teaching materials

4. My thoughts

The following learning objectives, activity design, organization and implementation are all about how to implement the understanding of teaching content analysis, especially the implementation of core mathematics ideas.

Note: The analysis of teaching content should be based on teachers' good mathematical literacy. It can be carried out in the teaching group or school district center, or under the guidance of experts. It should be noted that the analysis of teaching content should be reflected in the design of learning objectives and teaching process.

Second, student analysis

1. Students have a knowledge base (including knowledge, skills and methods).

2. Students have experience in life and learning content.

3. Students may encounter difficulties in learning the content

4. Analysis of students' learning interests, learning methods and learning styles.

5. My thoughts:

The following learning objectives, activity design, organization and implementation are all about how to implement the understanding of student analysis.

Note: student analysis should be based on the actual investigation of students, not just on experience. Student analysis is a personalized job, which cannot be simply replaced by other people's results.

The investigation of the existing knowledge base can be realized by designing several small questions with clear directions, which is very important for data statistics and analysis in this area. This analysis is an important basis for teachers to design and modify "learning objectives".

The investigation of students' experiences, learning difficulties and learning interests can be realized through interviews, which can be sampling or targeted. For example, special interviews with students with learning difficulties may reveal the learning elements they have.

Students' tests, interviews and group observations can be combined in the investigation.

Third, learning objectives (student-centered)

1. Knowledge and skills

2. Process and method (mathematical thinking and problem solving)

3. Emotions, attitudes and values

Description:

1. Teaching content analysis and student analysis are the basis and premise of setting learning goals. Therefore, if the requirements for teaching content analysis are more thorough and the requirements for students' analysis are more scientific and standardized, the design of learning objectives will not be so simple and rapid.

2. Learning objectives are designed for students' "learning", and teachers' "teaching" serves students' learning objectives. Personalized learning objectives also respect the development needs of mathematics and students' future learning needs.

3. The formulation of learning objectives should be considered from the above aspects, but the specific forms may not correspond to each other.

4. Learning objectives should be implemented in the following teaching activities. In particular, the design intention in teaching activities should explain how the activities and their organization and implementation serve the objectives.

Fourth, teaching activities.

Teaching activities are designed to achieve learning goals. include

1. Activity content

2. Organization and implementation of activities

Description: refers to the specific forms of teaching activities, including students' learning methods-autonomous learning or cooperative learning; Teachers' activities-asking questions or tasks, organizing cooperative learning,

Organize exchanges, lectures, etc. Prepare teaching resources, such as learning tools, teaching AIDS and courseware.

3. The design intent of the activity

Note: The starting point of defending the organization and implementation of teaching activities is to analyze whether it helps students achieve their learning goals. There should be some reasons-mathematics and teaching-rather than simply assuming that it serves the goal. It should not be written as some "universal truth" that is not targeted and universally applicable.

4. Scheduled time allocation for activities

Description: It mainly refers to the preset time allocation for teaching activities to test whether the teaching design is reasonable.

You can refer to the following table form or use the document form.

Activity content organization implementation activities (including teachers' activities and students' activities) design intention time allocation

Evaluation of teaching effect of verb (abbreviation of verb)

The purpose is to test whether the learning goal has been achieved, and to provide a basis for teaching reflection and teaching improvement.

The teaching effect can be evaluated by tests, interviews and classroom observation. Teaching design should include teaching effect evaluation scheme. For example, we can design 1-2 small questions, which can be done in class or after class to evaluate the achievement of knowledge and skills goals.

The following points are for teachers to think about:

(1) What is the function of the situation? We should serve the learning objectives, not just the pursuit of "excitement".

(2) How to organize effective teaching activities, such as the organization of group activities, the application of information technology and the design of exercises, so as to make them more effective?

(3) Learning objectives are the core of teaching design, which should be implemented and realized. All teaching activities and teaching design should serve the realization of "goals".

(4) Teaching needs design, and ultimately teaching is "invisible".

(5) The design should consider the unit or a larger scope.