Research On The Design Of Primary School Mathematics Synthesis And Practice

The “Compulsory Education Mathematics Curriculum Standards(2011 Edition)” made it clear that: “Integration and practice” is a type of learning activity that takes issues as support and focuses on participation students.The so-called "synthesis and practice" consists of two parts: "synthesis" and "practice"."Synthesis" should refer to the educational content of the "Synthesis and practice" part.The educational content of this part is composed of the three parts "Number and Algebra","Graphs and Geometry" and "Statistics and Probability" that the students Problems,problematic situations or problematic tasks are formed by combining the associated knowledge in the student life and combining them with the real life of the students."Practice" requires students to experience or complete the problem-solving process in person,and more points to the description of the teaching process and teaching objectives.In the course of 'practice',it is easier for students to improve their ability to solve problems,collaborate and cooperate,cultivate mathematical thinking and senses,and establish correct attitudes and values for dealing with problems.Some researchers have summarized the research trends of international mathematics education in the past ten years,and found that cultivating the problem-solving and problem-solving abilities of primary and middle school students has become one of the most interesting and controversial topics in the field of mathematics education.In the elementary school mathematics curriculum system,the "integration and practice" module enables students to discover and ask questions in a situation that contains them.Then it is a learning activity that solves problems and draws conclusions.Therefore,it is very necessary to conduct research on related educational issues in the “Integration and Practice” part.Instructional design refers to teachers orderly arrangement of various links and teaching elements on the basis of the standards of the program,the content of teaching materials and the characteristics of teaching objects,and the formation of teaching plans and ideas appropriate pedagogical.Instructional design is commonly referred to as lesson preparation,and lesson preparation is a prerequisite for a good lesson.This research is based on classroom design with the fundamental aspects of constructivism knowledge,learning,teaching and Vygotsky's "youngest development zone" theory as the theoretical basis of this research.How to make teachers an effective lesson design in the lesson preparation phase is carried out in order to improve the teaching effect of the lesson "Integration and Practice" and to achieve the purpose of defining this part of the content.This research is broadly divided into six parts,including: the analysis of proposals and documents,the definition of the concept of "synthesis and practice" in elementary school mathematics and the analysis of its features that distinguish it from other modules,and the status quo of the design of teaching of "Synthesis and Practice" in Elementary School Mathematics The theoretical foundations of investigation and analysis,research and its clarification and guidance for the teaching design of "Synthesis and Practice" in Elementary School Mathematics,the path research of "Synthesis and" Practice "teaching Design of Elementary School Mathematics,the implementation and reflection of classroom design cases.The introductory part of the thesis elaborates the context and meaning of the research,and combs through the related research content of the 'synthesis and practice' of elementary school mathematics,especially the related literature.on the design of teaching and teaching the "synthesis and practice" of mathematics in elementary school.and analyze.Second,the first chapter of the thesis defines the core concept of elementary school mathematics "synthesis and practice",differentiates it conceptually from similar comprehensive practical activities and differentiates elementary school mathematics "synthesis and practice" from other elementary school mathematics courses.The features of the module are analyzed.The second chapter of the thesis uses the case analysis of teaching design and questionnaire survey to understand the current state of the design of 'synthesis and practice' teaching in mathematics at primary school and the realization of teaching objectives,and the problems and difficulties that still exist in education.And then provide a realistic benchmark and support for research on innovation and improving the educational design of the 'synthesis and practice' part of elementary school mathematics.The third and fourth chapters of the thesis are the main part of the research.Chapter 3 and Chapter 4 of this article constitute the main body of this research.Chapter 3 introduces the three theories used in this research,and the guiding role of each theory in the design of the "integration and practice" curriculum in elementary school mathematics and its combination.It fully explains the main points and application methods,and corresponds to the knowledge of the constructivist learning theory and Vygotsky's "the zone of proximal development" theory,and the concepts of learning and teaching.It provides information on all aspects of the primary school "comprehensive and practical" mathematics design Targeted guidance.At the same time,the design ideas of Gagne teaching events are adopted to provide reference for the teaching design path proposed in this research.Chapter 4 discusses the principles of instructional design and specific strategies of instructional design.The fifth chapter of the article is to test the feasibility and the effect of implementing the instructional design process proposed by this research.And according to the implementation process,the effectiveness of the proposed teaching design path is explained.Innovation:1.Use teaching design as a starting point to improve the quality of teaching and research in elementary school mathematics "Integration and Practice".2.Guided by Gagne's teaching design theory,it solves the salient problems of teaching design of "synthesis and practice" of mathematics in elementary and secondary schools in reality and proposes a scientific,rational and workable teaching design pathway.