Primary School Estimation Teaching Design Research In The Field Of Vision

With the progress of society and the rapid development of science and technology,a large number of problems that require precise calculations can now basically be replaced by tools.Computational ability becomes the mathematical ability needed by today’s society.In order to comply with the changes and requirements of the society,the math-ematics curriculum standards in the compulsory education stage set clear requirements for the estimation of the curriculum objectives and the estimated content.At the same time,contemporary mathematical education adhering to the student-centered education philosophy,emphasizing students’ understanding of mathematics.The comprehension assessment teaching design perspective focuses on how to design and estimate classroom teaching to promote student understanding.The perspective of understanding the design of instructional design focuses on how to design and estimate classroom teaching to pro-mote student understanding.Emphasis is placed on promoting students’ understanding of estimations,rather than on the division of imputed understanding.At present,the re-search value,teaching design principles and tactics of primary school estimation teaching based on the understanding perspective have not been studied in depth.Based on this background and philosophy,this article starts from the perspective of understanding the study of primary school teaching design.This article uses literature research method,text analysis method and case analysis method to start research.First estimate the performance in the curriculum,teaching sta-tus,content,ability,strategy and estimation and related concepts Six aspects of system-atic literature review.Then,a textual analysis of the mathematics curriculum standard for compulsory education and the content of the estimation in the mathematics textbook of Beijing Normal University’ s primary school,combined with Ausubel’ s meaningful learning theory and situational cognitive theory,leads to the following conclusions:(1)Estimation concept:Before choosing a calculation strategy,It is necessary to un-derstand the background of the calculated object,determine whether it can be estimated,and analyze and logically reason about the specific situation through the existing knowl-edge and experience.Select the appropriate estimation method to get the problem solving process that meets the practical meaning and the mathematical rule’s answer within the allowable range of error.(2)Estimated characteristics:① Situation of the estimation problem;② Reasoning of the estimation process;③ Inclusion of estimation results;④ Diversity of estimation methods;(3)Estimated target requirements:The mathematics curriculum standards for com-pulsory education emphasizes the requirements for the estimation of high and low sections of primary schools.In terms of target requirements,the understanding of the estimates in the first segment needs to be placed in a specific context,and a simple estimate can be made by selecting the appropriate unit based on the situation.The second section emphasizes the selection of appropriate estimation methods to solve the problem.(4)Estimated content arrangement:The textbooks of Beijing Normal University are mainly focused on "numbers and algebras" The estimates in "Graphics and Geom-etry" are second(29.60%),and the estimates in“Comprehensive and Practical”are very few(1.90%).It is generally consistent with the content requirements of the com-pulsory curriculum standards.Only the "statistics and probability" part of the content is not arranged for estimation,which is not conducive to the development of high-level students’ cognitive level of random phenomena.The selection of materials mainly in-cludes the materials of life and mathematics,and its presentation methods are "pure text description presentation”(52.20" Graphical context presentation"(34.20%),"Nu-merical presentation"(11.20%0,"Text + formula(table)presentation"(2.50%).This set of estimated content embodies the contextualized and living principles of the estimated content.In general,it is more in line with the students’ cognitive laws and psychological characteristics.(68.50%)in the estimation of the content arrangement.(5)Estimating instructional design:① contextualized principles for estimating con-tent;② living principles for estimating contexts;③ The principle of autonomy of the estimation process;④ The principle of diversification of the estimation method;⑤ The interpretive principle of the estimation result.(6)Estimate teaching design strategies:① Analyze teaching background and refine estimation experience;② Define teaching objectives and highlight estimation points;③Create effective situations and cultivate estimation consciousness;④ Create mathematics activities and break through the difficult points;⑤ Optimize the evaluation system and establish confidence in estimation.