Case Study Of Primary School Mathematics Teaching Design And Research On Microscale Experiment

As a subject of basic education, mathematics education in Hainan has been developing inthe New Curriculum Reform, which put forward higher requirements for teaching quality.However, according to the author’s observation in mathematics classes as well as interviewingwith the mathematics teachers in elementary schools, the author finds some teachers’ teachingeffect far from satisfaction. What the causes are:1. Some teachers solely depend on theteaching experience in the teaching design, they wholly copy the teaching reference, or evenworse, they abandoned the teaching reference and design the teaching merely from teachingexperience;2. The influence factors of design are vague and general, the statements on theinner factor and factors are loose instead of logically connective;3. Teachers are confusedabout the orders of teaching designing, which leads to the messy.The significances of this study are stated as following points:1. Providing some practicalmethods for teaching design, it can improve teaching effect by optimizing teaching process;2.It can benefit students better understanding the knowledge, improving the students learningattitude and the students’ test scores;3. The research can enrich the mathematics teachingdesign documents and offer some reference for follow-up studies of elementary schoolsmathematics education in Hainan.The paper adopts literature analysis to discuss the relevant theories of teaching design, aswell as research on mathematics teaching design in elementary school at home and abroad,summing up the viewpoints of solving the problems of present teaching design. Comparedwith some of teachers’ traditional teaching design methods in The School Affiliated to HainanNormal University, the paper has come up with two different points: one is to divide thewhole module into two parts, namely the thinking process and layout process; the other one isto embody Gagne’s Nine Teaching Events which expands single problem-solving to multipleproblem-solving in the teaching process, applying teaching arrangement about multiple setsof teaching problems. In addition, basing on the traditional teaching design, the papercombines with the new theories of teaching design with some examples, and then comparesthe differences and the advantages&disadvantages in detail; finally the paper applies themicro experiment and questionnaire survey method to prove the effective of new teachingdesign.The result of experiment shows “The New Teaching Design with Integrating Applicationfor Teaching Design Theories” can benefit the overall design of new teaching knowledge for the teachers; make teachers aware of the intention and the whole process of design, reducingnegative treatment when teaching designing problems emerged. The final conclusion of thisstudy is：the teaching influence factors has to be transformed from static listing intointeractive analysis, the teaching process design has to be transformed from statement indisorder into clear arrangement.“The New Teaching Design with Integrating Application forTeaching Design Theories” can stimulate the combination of teachers’ belief and experience,prompt teachers streamline design thoughts, and improve students’ learning attitude. Finally,the author puts forward the remained problems of this paper and future research directions.