A Case Study Of Elementary School Mathematics Teaching Design Based On Unit Knowledge Structure

With the deepening of education and teaching reform,the elementary school mathematics class has undergone tremendous changes:the change of teachers'teaching concept,the optimization of students' learning environment,and the richness of teaching contents.The core literacy which has been raised before pointed out the direction:to cultivate a fully developed person.In the past,the teaching based on the single class paid no attention to the connections between class and teaching,the lack of integrity and structure made it can not reflect the nature of mathematics.So it is not good to promote the development of students,it is also inconsistent with the cognitive characteristics of students.This study attempts to construct a unit-based teaching It based on the perspective of teaching design,aimed to give an understanding of primary school mathematics teaching design,starting with unit teaching and students' psychology,trying to build a practical practice of teaching design pattern and idea that highlights students.Combining with theory and practice,using literature analysis and case analysis and other methods,this study is brought as follows:First,on the basis of analyzing and integrating the relevant research literature,we are trying to clarify the relevant concepts and sort the theoretical basis.Secondly,this paper analyzes the knowledge structure of elementary school mathematics unit knowledge structure and elementary school mathematics unit knowledge structure,expounds the connotation of the two and how to analyze it,and how to analyze it from these aspects.Thirdly,based on the above content and psychological analysis,we're trying to analyze the unit of the specific teaching design,including the goal of heavy and difficult evaluation and the overall ideas and methods.Finally,combining with the analysis of comprehensive theory,we analyzed the practice of theory though the unit of specific teaching to explore its practical significance and value.The main result of the study is to organize the steps of teaching design and to form the teaching design caseOn this basis,the conclusion is:The study found that the teaching design theory to unit knowledge structure as the core,combining with knowledge and students,is a breakthough to the existing unit teaching.It Inspire teachers to understand the content and students,promote the comprehensive development of students and teachers of their professional developmentIn addition,the theory in both theoretical and practical,with more teaching unit design and other aspects can be further studied.