Research On The Overall Design Of Elementary School Mathematics Unit Teaching

At present,China's reform and opening up has entered a new era.The continuous development of society makes the development of education no longer satisfied with the increase in quantity,but is committed to improving the quality of education and promoting the continuous and in-depth development of education reform.The development of education also provides high-quality talents who adapt to the development of the times for the new era.This also means that in the new era,with the advancement of new curriculum reforms,teachers must improve their own comprehensive literacy and the awareness and ability of subject education value development.For this reason,the research objects of frontline teachers and education researchers are no longer satisfied with single-class hours,but various units that are more comprehensive and integrated than single-class hours.As a breakthrough in teaching reform,unit teaching runs through all periods of teaching reform,especially after the new curriculum reform.Many ideas in the new curriculum reform coincide with unit teaching.Therefore,unit teaching has become the focus of many scholars' attention..Unit teaching has achieved certain research results,but some problems inevitably arise in the actual implementation of unit teaching.In the process of following the instructor to observe and practice in the classroom,the author found that some teachers lack the awareness of unit teaching design,the teacher's ability to grasp the teaching materials and the teaching design as a whole is weak,and the author is in the process of following the instructor to investigate and study.Inspired by the teachers of the "Life·Practice" pedagogy team and other factors,the author decided to study the overall design of elementary school mathematics unit teaching.The research ideas of this article are as follows: First,consult Chinese and foreign literature to clarify the connotation of unit teaching at home and abroad.Secondly,during the in-depth classroom observation in elementary schools and participating in the activities of listening and evaluating classes,we collected a large amount of information about elementary school mathematics unit teaching while listening to the class,analyzed and thought about the problems existing in the current elementary school mathematics unit teaching design,and spied the problems behind them.s reason.Thirdly,while investigating on the front line,the author will also participate in teaching seminars to discuss with teachers the teaching of elementary school mathematics,and enhance the author's understanding of it.These resources for discussion will also become important discussion materials for this thesis.Finally,on the basis of front-line research and literature review of education and teaching theory,the collected cases are analyzed in depth.Starting from the basic theories of pedagogy and educational psychology,the author tries to summarize the general principles and implementation strategies of the overall teaching of elementary school mathematics unit,so as to realize the deep transformation of the overall teaching of elementary school mathematics unit from theoretical discussion to practical field.Following the above research ideas,the main body of the thesis mainly includes three parts:The first part is the changes and reflections on the teaching research of elementary school mathematics unit.Through classroom observation and participation in various local listening evaluation activities,the author found that the current elementary school mathematics teacher's unit teaching design is mainly divided into three stages.Scattered points are intangible-the concept of time without a unit has no unit overall understanding,tangible but not real.There is a unit concept but not the understanding of the overall teaching,partial breakthroughs.There is a partial breakthrough in the overall design but no long-term overall understanding.These three time periods develop from a shallow level to a deep level,reflecting the teacher's ability to grasp the unit teaching design.The second part discusses the necessity of the overall design of elementary school mathematics unit teaching,the difficulty analysis of the overall design of elementary school mathematics teacher unit teaching,and the possibility of the overall design of elementary school mathematics unit teaching.The author discusses the necessity of the overall design of elementary school mathematics unit teaching from three aspects: the overall design of unit teaching is the prerequisite for students' active development,the overall design of unit teaching is the guarantee for teachers to improve their thinking ability,and also is the need to deepen teaching reform;Furthermore,it analyzes the difficulties in the overall design of elementary school mathematics teacher unit teaching from the difficulties in the formation of teachers' overall thinking,the formation of relational thinking,and the formation of conscious awareness of practical research and reflection.Finally,from three aspects: teachers' creative use of teaching materials increasing awareness,the increasing awareness of teachers' overall lesson preparation for unit teaching,and the increasing variety of resources and platforms at all levels in the school have discussed the possibility of the overall design of primary school mathematics unit teaching.In the third part,the author selects three typical research types and typical cases of the overall design of elementary school mathematics unit teaching to analyze and explain how to carry out the overall design of elementary school mathematics unit teaching.They are the principles and cases of the overall design of the unit of arithmetic operation type,the principles and cases of the overall design of the unit of the shape calculation type,and the principles and cases of the overall design of the unit of law exploration type.