Research On The Design Of Mathematics Classroom Teaching In The First Grade Of Primary School

As a guide to mathematics teaching in the compulsory education stage-"Mathematics Curriculum Standards(2011 edition)",it is clearly pointed out that the study,application and creation of mathematics disciplines are inextricably linked to the development and progress of the entire human society.At the same time,in the context of the rapid development of modern information technology today,the value of mathematics in people's daily lives has become more and more prominent.Therefore,people pay more and more attention to mathematics learning and education.Among them,the understanding of children's learning mathematics is also deepening,and the sustainable development of children's mathematics learning has become a consensus.But kindergarten and elementary school are two completely different stages of learning.Facing mathematics,which is extremely abstract and logical,it is very important and challenging to reflect its inherent logic and relevance in instructional design.Moreover,teaching itself is the unity of contradiction between presupposition and generation,so doing classroom design is the first step to achieve efficient classroom.This article is based on Piaget's epistemology,Dewey's "learning by doing" theory,Vygotsky's recent development zone theory,and Confucius' s principle of teaching students' ethics.On the one hand,it analyzes the characteristics of children's learning mathematics,and on the other hand,analyzes them.The focus of first-year mathematics classroom instructional design.On this basis,this study chooses G elementary school as a case,and uses literature,text analysis,classroom observation,investigation,case study and other research methods to investigate the current situation of mathematics learning in first-year primary school students and the current situation of teacher classroom design.A total of 312 questionnaires for students and teachers were distributed,more than 30 sessions for listening to the lectures,and 360 minutes for cumulative interviews.The purpose was to find out the problems and causes in the classroom teaching design,and then propose corresponding improvement strategies.After research,it is found that classroom teaching design exists: the lack of "course standard" vision and children's position in the analysis of teaching materials,the directionality of the analysis of the situation needs to be enhanced,the comprehensive and forward-looking performance of teaching objectives is insufficient,and the choice of teaching methods The richness and interest of the teaching activities should be strengthened,the diversity and operability of the design of teaching activities should be optimized,the awareness of the design of the blackboard is weak,the form of presentation is relatively simple,and the subject of teaching evaluation and reflection is single and the composition is one-sided.After thoroughly exploring the reasons for the existence of the problem,it is found that the teacher's "course standard" has a weak sense of interpretation and ability,the lack of young mathematics teaching connection concept,the traditional teaching concept has not been updated in time,and the traditional and informatized teaching methods are not in place.The teaching evaluation and the purpose and method of reflection are not the main reasons for the problems in the first-grade classroom teaching design.Based on the analysis of the reasons,this paper proposes seven aspects of improvement strategy: based on the concept of "course standard" and "children's perspective" to re-recognize the teaching materials,infiltrate the concept of young mathematics teaching convergence in the analysis of academic conditions,pay attention to the consistency of teaching objectives Comprehensive and integrated,strengthen the diversity and interest of classroom teaching methods,enhance the level of classroom teaching activities and student operability,improve the awareness,standardization and diversity of pre-class board design,return to teaching evaluation and reflection To promote the original intention of student development.Finally,based on the strategy discussed,this study analyzes the case of “1-20-20 Cognition” and demonstrates the feasibility of the strategy in the context of comprehensive analysis,improvement,and implementation.I hope that some practical suggestions can be put forward for the classroom teaching design work of the first grade primary school teachers,so as to better promote students' mathematics learning.