Research On The Design Of The End Of Different Types Of Primary Mathematics Lessons

As an important part of the teaching process,the end of the class has a function that cannot be ignored for teachers and students and the entire teaching process.Although the value of the end of classes is self-evident,the current primary school mathematics teachers still have the problems of weak awareness and inadequate quality of ending classes in the process of designing the end of different classes.There is a serious lack of design research.How the final design of each elementary school mathematics finalization design and how to divide the lesson design elementary school mathematics finalization link are worthy of our research and reflection.This research aims at the problems in the current curriculum design of primary school mathematics with different curriculum types,and puts forward the design strategy of each curriculum type as the research goal.This study is based on Ebbinghaus Forgetting Theory and Proximal Effect.Ebbinghaus pointed out that forgetting starts immediately after learning.Proximal Cause Effect also shows that the materials presented at the end of the class are more likely to deepen the students ' memory.Therefore,at the end of a class,a brief review of the lessons in the class can not only deepen the memory of the students,but also summarize the different types of courses,which is also conducive to students' mathematics learning.This study mainly took the following steps: First,the basic connotation and characteristics of the elementary school mathematics curriculum design were explained from the static level;second,the design style of each elementary school mathematics curriculum type finally presented was shown from the dynamic level.The aspects together constitute the proper state of the final design of the primary mathematics curriculum;third,taking Chongqing T Primary School as an example,byanalyzing the status of the primary school mathematics curriculum design,the actual status and in-depth analysis of the reasons are described;Finally,on this basis,put forward more targeted strategies and recommendations.The main findings and opinions of each part of the thesis are as follows:First,the study found that the current frontline teachers have the following main problems in the design process of the completion of different courses: the concept content of the concept class ignores the concept connotation,the concept map is used improperly;the content of the proposition class conclusion class focuses on formulas,In the simple memory of the theorem,the derivation process and prerequisites of the formula theorem are ignored;the conclusion design of the problem-solving class ignores the induction and combing of the problem-solving steps,and the conclusion part is in the form;The problem is neglecting the use of tables and diagrams,and the improper use of analysis and comparison methods.Second,through in-depth analysis,there are two main reasons for the problems in the current primary school mathematics teacher 's class design: the subjective teacher 's weak awareness of class closing and the lack of quality of the class;the objective evaluation system constraints and the teacher 's tight schedule and heavy tasks Wait.Third,in response to the problems existing in the design of class completion of teachers,this study proposes strategies for different class design: the concept class design includes "multi-angle connotation deepening strategy","multi-association system formation strategy"," "Multi-dimensional learning method summary strategy";the proposition course conclusion can be designed through "process,method highlighting strategy" and "conditions,special cases strengthening strategy";the problem solving lesson design strategy includes "problem solution deepening strategy" and "Teaching process optimization strategy";the review course also has three major conclusion strategies: "Consciousness and Habit Transformation Strategy","Table and Graphic Comparison Strategy" and "Conclusion Subject TransformationStrategy".Finally,this study also puts forward three suggestions that can specifically improve the level of teacher's class design: 1.Lead by experts to promote the development of teacher's class design.2.Demonstration by famous teachers to improve the design level of the teacher's course type and course completion.3.Self-reflection,summing up the experience of designing the conclusion of each class.