Research On The Teaching Design Of Mathematical Geometry Concept In Primary School Based On Scaffolding Teaching

As we all know,it is difficult for an elementary school teacher to teach students the concept mathematics graphics and geometric,because the concept is abstract and intricate.In the teaching,how to improve students' learning autonomy and self-study abilities is the hot topic in education nowadays.With the new round of basic education curriculum reform,we put students in the dominant position of teaching.To a mathematics teacher,it is a topic worthy of discussion that how to help students learn this part of the knowledge well and how to act as an assistant who helps them construct the knowledge framework not only a knowledge transmitter.The scaffolding instruction which is based on the constructivism theory reflects the way of a real change of teaching and learning.The classroom teaching mode based on such teaching has broken the traditional mode-"Teachers speak,students listen to".The traditional mode will be instead of the mode of taking the student as the main body of teaching.In the process of the implementation of scaffolding instruction,the students' cognition develops often through the "zone of proximal development" and increases from "the current level of development" to "level of potential development" by situation establishment and auxiliary support of scaffolding instruction.This thesis gains a general idea of the domestic and foreign research trends of scaffolding instruction and the instructional design of geometrical concepts by collecting and arranging a large number of scaffolding instruction literatures.On this basis,38 key lessons on mathematical and geometrical concepts in elementary schools(with reference to the textbooks of Shanghai Educational Publishing House)are involved in classroom observation and relevant analysis by using classroom observation method and case study method.Results show that the theories of scaffolding instruction are suitable to the mathematical and geometrical concepts in elementary schools.Furthermore,this thesis summarizes the scaffolding instruction-based design principles of mathematical and geometrical concepts: student-centered;problem-based;situation-centered;overall construction-centered;and collaborative communication-based.On this basis,it induces the scaffolding instruction-based design strategies of mathematical and geometrical concepts: firstly,rationally make use of the zone of proximal development(ZPD)during the instruction process;secondly,establish the instructional scaffold that suits different geometric concepts;thirdly,effectively create the geometric problem situation that is conducive to student inquiry;lastly,appropriately and flexibly adjust the instructional scaffold of geometric concepts.In particular,this thesis attempts to propose the scaffolds applicable to different geometric concepts in the establishment of instructional scaffolds that suit them: for the instruction of graphic calculation,“convergence point of old and new knowledge” should be used as the scaffold to boost the knowledge assimilation;for the instruction of graphic measurement,“cognitive conflict” should be used as the scaffold to boost the knowledge accommodation;while for the instruction of graphic cognition,“visualization” should be used as the scaffold to boost the knowledge acquisition.It is expected that these strategies will help improve the learning effect of students,and provide references and suggestions for primary-level teachers to perform the scaffolding instruction-based instruction of geometric concepts.