Research On Teaching Design Strategy Of Primary School Mathematics Based On Thinking Visualization

In recent years,with the steady advancement and deepening of China’s education reform,education is no longer completely knowledge-oriented,but pays more attention to the cultivation of students’ thinking.Attention to the development of thinking is the requirement of education,especially the essential requirement of mathematics.Mathematics education teaching is a kind of thinking practice teaching.Only when teachers guide students to carry out thinking activities according to the law of thinking process can students form good thinking ability and quality and get real development.However,many primary school mathematical designs do not pay enough attention to the students’ thinking process.As time goes on,students are unable to integrate knowledge in class,which affects their thinking development.Thinking visualization can visualize the invisible knowledge in our mind and the invisible thinking.It can not only promote students’ learning,but also promote teachers’ teaching.The research points out that thinking visualization can promote the development of instructional design innovation ability and provide support and help for teachers’ teaching.However,some researchers point out that the application of thinking visualization in education is not extensive and deep enough,and there are problems such as low level of innovation,low degree of student participation,superficial application value,and weak awareness of teachers.Conceptual confusion and misapplication of thinking visualization tools are also common.Therefore,this study will effectively combine the visual design of thinking with primary school mathematics teaching,to explore the theory of visual thinking.This paper discusses primary school mathematics design from the visual connotation,characteristics,value and deep value principle of visual thinking.Effective instructional design strategy can make teachers better use and practice.It mainly includes the following parts:The first part is the introduction.Through consulting a large number of journals and publishing to clearly understand the problems of this research,according to the relevant literature and books at home and abroad to analyze,summarize the visualization of design thinking and mathematics teaching,complete the sorting and definition of the concept,for primary school mathematics teaching design provides a theoretical basis and research methods based on visualization thinking research.The second step is the basic meaning of thinking visualization and elementary school mathematics teaching design based on thinking visualization.This paper systematically elaborated the connotation,technology and process of thinking visualization,and deeply analyzed the connotation,characteristics,values and principles of primary school mathematics teaching design based on thinking visualization,in order to find the impact of thinking visualization on primary school mathematics teaching.Design.The third part is the problem diagnosis and attribution analysis of primary school mathematics teaching design based on thinking visualization.According to the overall idea of instructional design,combined with text analysis,this paper diagnoses and analyzes the problems existing in the technology selection of thinking visualization and the process arrangement of thinking visualization in the current teaching design of primary school mathematics based on thinking visualization,and makes attribution analysis.This part is the focus and difficulty of the study.The fourth part is the choice strategy of primary school mathematics instructional design technology based on thinking visualization.In the third part,an effective strategy for problem diagnosis and attribution analysis is proposed.The selection strategies of thinking visualization technology include: the deep integration of visual icon and teaching;Rational selection and use of thinking visualization technology;Guide students to participate in the visualization process of thinking with a variety of senses;The dynamic interaction of thinking visualization technology should be strengthened in teaching.The fifth part is the process arrangement strategy of primary school mathematics teaching design based on thinking visualization.In the third part,an effective strategy for problem diagnosis and attribution analysis is proposed.The process arrangement strategies of thinking visualization include: adjusting teaching objectives and focusing on thinking development;Optimize the problem design,organize the teaching content effectively;According to the visual path of thinking,the teaching process is designed reasonably.Perfecting reflection and evaluation,optimizing teaching design.This part is the focus of this study.The last part is the conclusion.This study mainly adopts text analysis and case analysis.On the one hand,typical instructional design samples with serious problems are selected to summarize the problems.On the other hand,instructional design cases are supplemented to help teachers better understand the proposed strategies and how to carry out specific operations.Due to the limitation of conditions,the research method of this paper is relatively limited,and the analysis depth of instructional design text needs to be strengthened,but this shortage also points out the direction for future research.