Study On The Teaching Design Of "Integration And Practice" In Elementary School Mathematics

With the continuous development of economy and society,"comprehensiveness" and "practicality" in the process of elementary school mathematics reform have attracted much attention,and "comprehensiveness and practice" module should arise accordingly.However,in the exploration of practical teaching,there are still some problems in the teaching of this module,such as the lack of students' life in the design of teaching content,the lack of subjectivity of some students,the unreasonable design of the organization of comprehensive practical activities,and the inadequate summary of teaching evaluation,which affect the improvement of the teaching quality of this module.This paper adopts the methods of literature research,investigation and case study to study the teaching design of "synthesis and practice" in elementary mathematics,and puts forward some countermeasures and suggestions in view of the problems existing in the teaching design practice of "synthesis and practice" in elementary mathematics,in order to provide theoretical reference for the progress of the teaching design of "synthesis and practice" in elementary mathematics.Firstly,it introduces the background,literature review and research significance of the research questions in this paper,and explains the related concepts,research contents,ideas and research methods.Secondly,it analyses the theoretical basis of instructional design,the mode of instructional design and the elements of instructional design.Thirdly,it analyses the curriculum objective and value orientation of "synthesis and practice","synthesis and practice" curriculum content and its characteristics,and "synthesis and practice" curriculum content organization.Then it analyses the teaching design cases of "synthesis and practice" and "synthesis and practice" in elementary mathematics,and analyses the problems existing in the teaching design of "synthesis and practice".Finally,based on the teaching design basis of "synthesis and practice" and the teaching design principle of "synthesis and practice",the teaching design strategy and process of "synthesis and practice" are analyzed,and the corrective design of teaching design cases is carried out.Based on the case analysis of the teaching design of "synthesis and practice" in elementary school mathematics,it is found that in the current teaching design of "synthesis and practice" in elementary school mathematics,more attention is paid to helping students discover rules and cultivate students' ability to solve problems.More attention is paid to the teaching content of mathematics problems and knowledge in life.More attention is paid to the teaching method through activities and group work.In the methods of writing,exploring,discovering,communicating,cooperating and observing,the effect evaluation is mainly realized by the way of displaying the results.Relative to teaching objectives,teaching contents and teaching methods,the way of effect evaluation is the least.It can be seen that the attention of effect evaluation in typical teaching cases is low.In addition,the problems of lack of guidance,lack of students' livelihood,lack of subjectivity and inadequate summary of teaching evaluation in the current teaching design of "synthesis and practice" in elementary mathematics are also serious.Based on the previous analysis,the author suggests that in the teaching design of "synthesis and practice" in primary mathematics,we should follow the principles of comprehensiveness,practicality and activity,and proceed according to the analysis of teaching objects,the formulation of teaching objectives,the organization of teaching contents,the selection and application of teaching methods and the evaluation of teaching effects.At the comprehensive level of teaching design,we should pay attention to the expansion and extension of mathematical knowledge,the application of other curriculum knowledge,students' preparation of materials and tools,teachers' preparation of tools and tools in advance,and the diversity of solutions to problems.At the practical level of teaching design,we should emphasize the use of more brains,the use of knowledge to solve problems in life,the acquisition of mathematical knowledge,the application of mathematical knowledge,and the innovation of mathematical problem solving methods.In the activity level of teaching design,we should emphasize group cooperation,full participation,quality of activities and experience sharing.