A Study On The Teaching Design Of "Synthesis And Practice" In Elementary School Mathematics Based On Project-based Learning

The new curriculum reform has put forward the requirement of "developing integrated practical classes" in the curriculum structure reform.Mathematics "integrated and practical" is a good way to implement the requirements of the new curriculum reform in terms of curriculum content and learning style,and should be paid attention to.However,in the current mathematics classroom teaching,the teaching of "integrated and practical" is plagued with difficulties: unsatisfactory teaching and learning,serious formalization,and vapid phenomenon.The teaching dilemma of "synthesis and practice" needs to be broken through urgently.Project-based learning,as a mode of teaching and learning,is intrinsically related to the learning style and training objectives of "integration and practice",and can contribute to the teaching of "integration and practice".Therefore,applying the project-based learning model to the teaching of "integrated and practical" elementary school mathematics not only enriches the theoretical study of project-based learning design and elementary school mathematics teaching,but also has great significance in promoting students' comprehensive literacy development,improving teachers' teaching professionalism,and perfecting school curriculum construction.First,in order to understand the current situation of "integrated and practical" teaching in elementary school mathematics,this study used the interview method to investigate the teaching objectives,teaching contents,teaching implementation and evaluation of "integrated and practical" teaching.The problems of the current situation of teaching are as follows: insufficient "systemic" teaching objectives lead to the fragmentation of students' comprehensive literacy,insufficient "contextual" teaching contents lead to the solidification of students' thinking development,insufficient "scientific" teaching implementation lead to the weakening of students' practical ability,and insufficient "evaluation" of teaching.Students' interest in learning is weakened due to insufficient "diversity" in teaching evaluation.Then,in order to verify the appropriateness of applying the project-based learning model to "synthesis and practice" in elementary school mathematics,this study used literature analysis to analyze the educational goals and characteristics of both.The study demonstrated the appropriateness in terms of consistency of educational objectives,interchangeability of teaching requirements,and overlap of application contexts.Then,combining theoretical research and current research,this study proposes the design method of project-based learning model in terms of project elements and project implementation process.Based on the project-based learning model,the content of "synthesis and practice" in elementary school mathematics is selected,and the project-based learning elements of elementary school mathematics are designed based on the project theme,project goal,project context,project problem,project outcome,and project evaluation.The case of "synthesis and practice" in primary school mathematics is designed based on project-based learning.The design of the whole case follows the principles of authenticity,systematization,and generation;it reflects the concept of grasping the essence of mathematics,inspiring thinking,forming a system,responding to learning needs,guiding students,focusing on comprehensiveness,enriching teaching resources,focusing on literacy,and reflecting synthesis.Finally,in order to understand the effect of the classroom implementation of the teaching design,the project-based mathematics "synthesis and practice" teaching design was implemented in the 4th grade class of elementary school D.After the implementation of the teaching,a questionnaire was used to survey the students in the experimental class in four dimensions: learning interest,teaching situation,learning effect and teaching suggestions.Students were surveyed after the implementation of the teaching design.The results of the study showed that applying the project-based learning model to the teaching of "synthesis and practice" in elementary school mathematics can improve the teaching effect in the following aspects: first,project-based learning can improve students' interest in learning;second,project-based learning can cultivate students' comprehensive literacy;third,project-based learning can develop students' Third,projectbased learning can develop students' higher-order thinking;fourth,project-based learning can enhance students' practical skills.Therefore,this study summarizes the desirable features of project-based mathematics "integration and practice" teaching design:designing concurrent project goals to firmly establish the base color of integrated practice;designing contextualized project content to retain the original color of integrated practice;designing cooperative project activities to highlight the main color of integrated practice;designing diversified project evaluation to add the main color of integrated practice.The project evaluation is designed to add the bright color of integrated practice.In view of the shortcomings of the teaching design,the following reference suggestions are made to optimize the teaching design based on project-based learning: first,strengthen teachers' ability and organize research projects;second,improve learning assessment and quantify evaluation projects;third,break the barriers of disciplines and bring together disciplines and teachers;fourth,open up the campus and outside to broaden space and time.