Research On Teaching Design Of Elementary School Mathematics "to Solve Practical Problems"

The "New Curriculum" has put forward a series of new educational concepts and guidelines, emphasizing on orientation of students. Teaching means teaching by teachers and learning by students. The two elements constitute bilateral educational activities. How to properly handle the relationship between "teaching" and "learning" is the linchpin to successful education. In recent years, "scaffolding instruction" cast novel and vivid insights on the issue. It stresses on building a reasonable "scaffold" for students through environmental factors, such as context and dialogue, to efficiently realize interaction of "teaching" and "learning," and form a meaningful construction of knowledge. Based on the integration of the scaffolding instruction theory and relevant teaching practices and the demands of students, this paper designs a new-type teaching plan with practical significance. The teaching plan is designed at an attempt to seek perfect combination of teaching design and teaching practices. By doing so, the teaching efficiency can be improved and the teaching effects can be optimized.First, based on reference to a series of literatures、books and other materials related to teaching design, the author clarifies the research thinking and the theoretical framework for this paper. Second, under the support of relevant theories, the feasibility of the scaffolding instruction to be applied to teaching design of "solution of practical issues through the equation" is analyzed, and the basic Math teaching design model based on the scaffolding instruction is built. Third, the teaching design status is surveyed through interview; the status of students in the Math classroom teaching is surveyed through a questionnaire. It is found that the current teaching design and classroom teaching are problematic. Based on that, the scaffolding instruction model is put forward. Under the theoretical guidance, the scaffolding instruction model is further improved. Following that, the Math lesson of "solution of practical issues through the equation" is taken as an example. A teaching plan featuring organic integration of theories and practices is formulated for the specific Math lesson. At last, the author comes to practical conclusions based on the former theoretical research and reflects on the whole teaching design case.Through the Math teaching design case of "solution of practical issues through the equation" based on the scaffolding instruction model, the author comes to the following conclusions:1) The teaching design should be student-oriented, considering students’ existing knowledge, experiences and cognitive level, and closely connected with students’ life; 2) The establishment of the "scaffold" is based on the "zone of proximal development" and aims at pointing the direction for students’ independent exploration and problem solving; 3) The teaching design should pay attention to interactivity. Through exploratory activities, students can have adequate activity space; 4) The problem design should be level-based and inspirational, thus enabling every student to achieve corresponding development based on their own cognitive level.