A Study On The Concept And Behavior Of Teaching Design For Primary School Math Teachers

The quality of teaching depends on the quality of teaching design, quality of teaching design program is the teacher advanced teaching design concept and high level of teaching design ability of crystallization. This study with 12 elementary school mathematics teacher's 120 teaching plans text as the research samples, with teacher's teaching design concept and behavior as the breakthrough point, draw lessons from existing research results, the elementary school mathematics teacher's teaching design concept and behavior were studied. The research content mainly includes the following several aspects:1. The elementary school mathematics teacher's teaching tool for the development of design concepts and behavior.This study first of all, from the teaching concept, connotation and composition of design concept and behavior, according to the concept of taxonomy, the new curriculum reform of basic education target and ARCS motivation design pattern to construct the elementary school mathematics teacher's teaching design concept and behavior analysis framework and the elementary school mathematics teacher's teaching design concept and behavior interview outline.Analysis framework including the handling of the teaching goal, handling of teaching content, the task of learning activity design, the design of learning activity, the use of media resources, the design of the learning evaluation, the design of the learning motivation of seven dimensions, through repeated test and correction, to ensure its rationality;The interview outline is combined with the teaching design process and elements of research conclusion to supplement and instructions.2. The elementary school mathematics teacher's teaching design concept and behavior data analysis and discussion.Primary school teachers of mathematics teaching basic design concepts and behavior from the perspective of students, choosing the appropriate study materials, raises the student good study motivation, but there are also many problems:teaching goal setting is not comprehensive, "only pay attention to knowledge, process and the emotion" the phenomenon is more prominent, the target expression with teachers as the main body in the behavior;Teaching content, teacher to teaching material;Learning activity way a single, generally USES the team cooperation way, and the students lack subjectivity slightly;Blind, inefficient use of modern teaching media, the traditional teaching media sidelined.A single learning evaluation ignore the emotional target, evaluation subject, evaluation of single way.Different levels of teaching teachers in the teaching design concept and behavior exist significant difference, the study found that excellent teachers compared with ordinary teacher, the attention to students more frequently, especially in the aspect of learning activity and learning evaluation, more effectively play to the students'subjectivity, gradually from "teacher" into "students".3. The elementary school mathematics teacher's teaching design design concept and behavior of the conclusions and Suggestions. Interview analysis the influence factors of elementary school mathematics teacher's teaching design concept and behavior is mainly two aspects of school and teachers themselves. On the influencing factors, and the effectiveness of the design concept and behavior change teaching Suggestions, make the elementary school mathematics teacher gradually from "pay attention to knowledge" into "pay attention to the process and the emotion";Make the school teaching mode from the traditional "mechanical giving-receiving" gradually transition to the new curriculum advocates "voluntary cooperation inquiry".