Research On Strategies Of Reverse Teaching Design In Primary School Mathematics

With the continuous reform of basic education,more and more education scholars realize that school education is not just to impart knowledge to students,but to use knowledge learning as a way to achieve the development of students' thinking and abilities,and to help students in the future.Can effectively use knowledge to solve the practical problems faced in his life.In mathematics education,curriculum settings,teaching design and evaluation methods must reflect the teaching task and goal of students being able to "use the knowledge they have learned,solve mathematical problems,and develop mathematical understanding."Mathematics comprehension ability specifically refers to the ability to understand representations,explain and clarify,establish connections,transfer to practice,and evaluate and reflect.The development of students' mathematics comprehension ability needs to run through the whole process of mathematics education,so it also needs to be implemented in different mathematics course types.As in the review of elementary school mathematics units,students need to complete tasks such as checking for omissions,constructing knowledge frameworks,and solving comprehensive problems during the review and sorting process.Therefore,in terms of newer teaching and practice classes,it requires students to understand mathematics.higher.However,through combing the previous studies,it is found that there are various problems in the primary school mathematics unit review class: too much attention is paid to the review of knowledge points,and the training of students' mathematical thinking,thinking quality,and mathematical ability is ignored;the "fried cold rice" review method leads to students participating in the classroom Low degree;ignoring problem design,hindering the development of students' problem-solving ability.It can be seen that it is no longer appropriate to still use traditional teaching design in the elementary school math unit review class,so this research uses the method of implementing reverse teaching design in the elementary school math unit review class to try to correct it.Reverse instructional design is a new type of instructional design method.It was originally used in industrial design,emphasizing the design path from the "finished product" to reverse thinking,and then it was used in the field of education.Reverse instructional design is the starting point of the "result" that the teacher wants to achieve in teaching,that is,the "expected result",through the way of reverse thinking to determine what kind of teaching activities or learning activities,which teaching resources need to be used to achieve this expected result.Because this teaching design method takes comprehensive teaching as the teaching concept and points to the cultivation of students' comprehension ability,it is also known as the "instructional design pursuing understanding".Since reverse instructional design originated from abroad,the current domestic research tends to introduce and localize it,and there are few applied researches.The existing applied research is mostly concentrated in the middle and high schools,and the research in the elementary school.Especially the research on primary school mathematics is still lacking.Under this research background,this article takes the cultivation of students' mathematics comprehension ability as the pursuit result,and takes unit review class as an example to carry out the strategy research of reverse teaching design.Based on the theoretical analysis of the research content,this paper constructs a framework for the inverse teaching design of elementary school mathematics,and conducts teaching experiments in the unit review class.Implement the reverse teaching model in the experimental class and implement the traditional teaching model in the control class.After the teaching is over,the teaching results of the two classes will be analyzed to test the influence of the reverse teaching design on the development of students' mathematics comprehension ability.By sorting out the collected data and analyzing the experimental results,on this basis,the improvement strategy of the inverse teaching design of elementary school mathematics is proposed.The research content of this article is mainly divided into the following parts:The first chapter is the theoretical foundation part,taking Dewey's "learning by doing" education theory,constructivism theory and Bruner's spiral curriculum theory as the theoretical basis,explaining how to apply reverse instructional design in elementary school mathematics.The second chapter is the theoretical analysis of the reverse teaching design of the elementary school mathematics unit review course,focusing on explaining the concept of reverse teaching design and the relationship with traditional teaching design;analyzing the concept and characteristics of the reverse teaching design of the elementary school math unit review course;explaining the mathematics in the elementary school The necessity and feasibility of reverse teaching in unit class.The third chapter takes "understanding teaching" as the construction concept,and constructs the "path of primary school mathematics teaching design" aimed at improving students' mathematics comprehension ability.The main design process includes determining the expected expected results and designing methods to achieve the expected learning results.,Implement reverse teaching to guide students to learn.The fourth chapterelaborates on the preliminary investigation preparation,investigation process,investigation results,and attribution analysis.Taking the review lesson of the "Double Cognition" unit in the first volume of the third grade as an example,the teaching experiment verification of the inverse teaching design model of primary school mathematics is carried out,and After the experiment,the data of the experimental results were sorted and analyzed,and the effect of reverse teaching was summarized.It was found that reverse teaching can promote students' mathematics understanding ability and improve the problem-solving process.At the same time,it is supplemented by interviews with teachers for attribution analysis.The fifth chapter mainly proposes the improvement strategies of primary school mathematics reverse teaching design from the aspects of determining expected learning results,curriculum content design,meaningful teaching and external guarantees: positioning students' mathematics understanding level,effectively predicting students' learning results;reconstructing the curriculum Content design enhances students' practical transfer ability;implements meaningful teaching to cultivate students' comprehension abilities at all levels;schools provide necessary guarantees to enhance teachers' professional qualities.