Open Questions Are Integrated Into The Teaching Design Of The Normal Classroom Of Elementary School Mathematics

Since 1980 s,open questions have been paid more and more attention by research ers because of their remarkable openness and the cultivation of students’ creative thin king."Mathematics Curriculum Standard of righteousness Education(2011 Edition)" has also begun to clearly put forward the teaching requirements of "open questions" in our country.However,most of the researchers still focus on the middle school,the res earch and application of open questions in primary school classroom teaching is lack of attention,and there are few normative papers on the teaching design of primary sch ool mathematics open questions.In view of these problems,this study attempts to integrate open questions into th e normal classroom teaching of mathematics in primary schools,construct the general process of teaching design and give teaching design cases that can be used as a refere nce.Based on the perspective of teaching design,this study aims to integrate open que stions into the normal classroom teaching of primary school mathematics,construct th e general process of teaching design,enrich the teaching cases of primary school math ematics open questions,and expand the research results of primary school mathematic s open question teaching design.This study combines theory with practice,adopts the research methods of literature analysis and class case research,and carries out the rese arch according to the following ideas: first,the literature analysis method is used to co llect,collate and analyze the existing research of primary school mathematics open pr oblems,and the rational thinking on the connotation,characteristics and classification of primary school mathematics open questions and the significance of integrating ope n questions into primary school mathematics normal classroom is carried out.Secondl y,based on the four aspects of teacher view,student view,teaching material view and teaching view,this paper makes an in-depth analysis of the teaching content from two aspects of curriculum standards and teaching materials,and constructs the general pro cess of teaching design.Thirdly,according to the general process of construction,the specific teaching design and practice of "the area of polygons" are carried out,and the students are tested by using the open mathematics test paper,and then the teaching ev aluation and analysis are carried out with the help of PTA scale and "grade assignment system",and the final teaching design case is presented.Finally,combined with the i mplementation of this study and the results of teaching evaluation,the basic conclusions of this study are obtained and some suggestions are put forward.The basic conclusions of this study are as follows: the integration of open questio ns into the normal classroom of mathematics in primary schools requires the transfor mation of teacher view,student view,teaching material view and teaching view as the premise;However,integration needs to construct a teaching design process,and "open" throughout the whole,as far as the four "polygons area" classroom teaching design a nd implementation based on the general teaching design process are concerned,the po sitive expected results have been achieved in teachers,students and the classroom.Th erefore,when integrating "open questions into the normal classroom of mathematics i n primary schools",teachers should try their best to ensure "smooth integration" : to ad apt or compile open questions in mathematics with teaching materials as inspiration;t o design and organize classroom teaching process with openness as the main line;and to compile and evaluate open test papers for mathematics with students as the main b ody.This study makes up for the shortcomings of the previous researchers on the teac hing design of mathematics open questions in primary school,and enriches the teachi ng design cases of open questions.However,there are some limitations in the teachin g objects selected in this study,so the feasibility of the general process of teaching des ign and the teaching cases has yet to be verified.In the future,researchers can choose different school teaching classes to carry out teaching design research at the same tim e,and further verify the effectiveness of primary school mathematics open problem te aching design.