Research On The Design Of Mathematics Classroom Teaching Activities In Primary Schools Under The Theory Of Activity

As we all know,the process of learning knowledge is not the simple transfer process from outside to inside,but the process of learners gaining experience through activities and constructing the models voluntarily.Dewey has advocated activities are the mandatory part for students to learn.As stated in the Compulsory Education Mathematics Curriculum Standards(2011 edition),through the compulsory education of mathematics learning,students can acquire necessary basic knowledge,basic skills,basic ideas,basic activities experience of adapting to social life and further developing mathematics technique.However,the process of learning basic knowledge and the action of basic ideas and activities experience can be achieved in the classroom teaching process.Therefore,how to design high quality and efficient mathematics classroom teaching activities which can promote students' mathematical thinking is the main task of primary school mathematics teachers and the key to teaching quality and teaching effectiveness.Foreign scholars Jonathan and domestic scholars such as Kai-cheng Young advocated the analyzing the design process by using activity theory,which is a new perspective of analysis.In the view of activity theory,more attention is paid to the students' participation in the classroom teaching process,the nature of the tool s they use in the activities,the social relations among the students,the objects in the activities,rather than just the state of knowledge.In this study,the activity theory is used as the theoretical basis for the design of mathematics classroom teaching in primary schools,combining with the research methods of literature research,classroom observation,case analysis and teaching practice and other research methods to focus on the characteristics,the principles,the basic processes and the strategies of the teaching design in primary school mathematics class.And then,using the above findings to study a case,which is a often lesson of mathematician "line,ray,straight line".Through the analysis,we found the shortcomings of the case and improve them to test the main conclusions of this study in a deeper level,and i hope to provide a reference example for the design of primary mathematics classroom teaching.The research results show that the design of primary school mathematics classroom teaching activities under the activity theory needs to pay attention to the systematization,mathematics,activity and the main body of the activity design.The basic process of mathematics classroom teaching design in primary school includes three stages: front-end analysis(which including the analysis of learner characteristics,teaching content and learner needs),teaching plan design(which including the preparation of teaching objectives,teaching content and process design,teaching tools and resource selection),evaluation and revision,each stage requires the use of relevant disciplinary theory and methods,and constitute a closed loop.On the basis of the above research results,this paper attempts to put forward the primary school mathematics classroom teaching design strategy,specifically included:Open teaching content,enhance the link between mathematics activities and life;Respect the students and provide opportunities for self-exploration;Concerned about the interaction between students to achieve the constru ction of cooperation and interaction;Update teaching tools and use modern teaching media.