Research On The Application Of Task Analysis In Mathematics Teaching In Primary School

This dissertation attempts to apply the theory and technology of task analysis to mathematics teaching in primary school to enable mathematics teaching to be underlying the science, and to make the teachers'teaching accord with the law of the students'learning and the teachers'instruction, and realistically improve the teachers'instruction and the students'learning skills.This dissertation begins with the controversy that teaching is the science or the art, which has exited in the field of the education for a long time, and discusses why we should introduce the task analysis to teaching.The section1 introduces the origin and the development of the task analysis and its present research condition in our country, and emphasizes that the task analysis, as the most important element in the design of the teaching, urgently asks the teachers to master and practice it in the teaching.Section2 determines the quality of the task analysis of the mathematic teaching in the primary school on the basis of discussing the definition of the task analysis'nature that researchers over the world have made. The dissertation holds that the task analysis of the mathematic teaching in the primary school should include the following task: 1 should concretely state the teaching aim that the general outline prescribes and make it feasible. 2 categorize the nature of learning that the teaching aim includes and reveal the feasible conditions of the learning. 3analyse the students'entry capability.4 reveal the subordinative aim that is needed to get to the final aim and their hierarchy. 5 analyze the key steps to get to the final aim. 6 analyze the production of the procedural knowledge.Section3 discusses the content, the process and the method of the task analysis of the mathematic teaching in the primary school, systematically discuss the theory and method of the teaching task analysis that often are used in present, and integrates the category theory of Robert Gagne's Learned Capability with the category theory of the Information-Processing to construct a category system of the mathematic nature of learning in the primary school.Section4 is to introduce the teaching task analysis to the teaching in the class through the experimental research, and explore the effects of the task analysis to the teachers'instructional design and the students'learning effect. The experiment showed that: after analyze the task the teachers'instructional design fits in with the teaching behavior and the learning system of the pupils in the choice of the teaching method, arrangement of the teaching procedure and the application of the teaching techniques. It's more beneficial for the automation of the students'procedural knowledge and the development of the students'capability of resolving question.In the last we review the major work and experimental conclusion in this research, and integrate with some questions that several international mathematic research institutions reveal to put forward some of my viewpoints and suggestions about why and how we introduce the task analysis of the mathematic teaching in the primary school.