Research On Teaching Design Of Math Concept In Primary School Based On Variation Theory

The concept of primary school mathematics is the foundation and main part of primary school mathematics knowledge.Due to the contradiction between the abstractness of primary school mathematics concepts,the students 'cognitive thinking,and the problems existing in the teaching of primary school mathematics concepts,the main problems of this study is exploring how to allow students to experience the process of concept formation and development,which is based on students' cognition.In view of this,this study is based on the theory of variant teaching,attempting to explore the research of mathematical concept teaching design in primary schools from a new perspective.This research is mainly based on the "what-why-how" approach.First,through literature review and analysis,I want to learn about the current research status of variant teaching theory,the connotation,formation and development of variant teaching theory,and the value of its application to primary school mathematics concepts.On this basis,by analyzing the characteristics,arrangement and acquisition of primary school mathematics concepts and students' learning and teaching content,I can integrate the variant teaching theory with the primary school mathematics concept teaching design.Based on the analysis of learning situation and teaching content,combined with the role of procedural variants in the teaching theory of variants,the strategy of innovation is divided into three dimensions: representational variants,situational variants and connection variants.Representational variants are based on students 'cognitive characteristics and the characteristics of elementary mathematics concepts,building theconnection between images,experiences,speech and symbolic representations.Situational variants are based on teaching content and academic situation,setting up situations that are suitable for students' real life,Ladder-type situations that build scaffolds for thinking,and opening situations that arouse students' interest in learning.Through extending or changing the conditions or conclusions of problems,it can broaden the learning dimension of students.By dividing the strategic dimensions of process variants,we can make more targeted instructional design.The focus of this study is "how to use" question.In the study of elementary school mathematics concept teaching design based on variant teaching theory,the unit of "double understanding" is taken as an example to carry out teaching design,and implementation to explore the effectiveness of variant teaching theory in elementary school mathematics concept teaching design.Combining theory with practice,I can reflect on practice to improve its application in instructional design.The specific instructional design mainly includes the design of goals,content,strategies,processes,and evaluations.In the goal,using the five result components for goal design so that the goal can be observed and measured;in the content,using Cai Hong's concept formation,the "climbing" teaching style stage,which is incorporated the variant teaching theory;in the strategy,based on the academic situation and the variant teaching theory,the gradual induction strategy of the Osprebell's advanced organizer strategy,the Kochik's induction mode and the multi-representation strategy were selected.In the process,two major strategies of the variant teaching theory were incorporated : Conceptual and procedural variants;in the evaluation,the evaluation and design of goals,processes,and teaching effects are mainly used to learn about students' academic performance through pre-tests,formative tests.and the interviews is used to explore students' difficulty in understanding concepts.Finally,by implementation,we can test the validity of the variant teaching theory in the teaching design of primary school mathematics concepts;By reflecting on it,we can improve the teaching design for the next lesson in order to continuously improve the variant teaching theory in the teaching of primary school mathematics concepts.At the end of this research,through the summary and prospect,the research is reflected and summarized in order to provide reference for future research.