Research On Teaching Design Of Primary Mathematics Unit ——Take "Problem Solving Strategies" For Example

Unit teaching is a teaching method that systematically and structurally processes subject knowledge and life experience,generates teaching units and organizes teaching.The application of unit teaching design in primary school mathematics can help students realize 'authentic learning ',improve students ' authentic learning ability,and promote the development of students ' core literacy.The problem-solving strategy unit emphasizes the cultivation of students ' problem-solving ability and thinking ability.In 2022,the new 'compulsory education mathematics curriculum standard(2022 edition)' pointed out that in order to adapt to the teaching of core literacy,teachers should pay attention to the integrity and consistency of mathematics curriculum,and pay attention to the cultivation of students 'thinking ability.Therefore,this study combines ' problem-solving strategy unit ' with unit instructional design.The research first constructs the analysis framework of unit instructional design,and then takes the unit of “ problem solving strategy ” as an example for specific analysis.The system presents the practice of unit instructional design,analyzes the progress and problems,and finally analyzes the reasons and puts forward the corresponding improvement strategies.This study adopts classroom observation method and interview method to study.Based on deep learning theory and meta-cognitive theory,the development of observation scale and interview outline is carried out.The study is divided into six parts :The first part is the introduction.Starting from the reason of the topic selection,the related concepts involved in the study are defined.The existing research on unit teaching,unit teaching design and ' problem-solving strategies ' are analyzed,the existing research foundation is summarized,and the shortcomings in the existing research are found.On the basis of existing research,determine the theoretical basis and theoretical and practical significance of the study.The research content is mainly the analysis framework and promotion strategy of unit teaching design.The second part is the analysis framework and research design of elementary school mathematics unit teaching design.After analyzing the steps of unit teaching design in the existing research,according to the characteristics of primary school mathematics curriculum,the analysis framework of the study is divided into three stages and ten steps of unit teaching design.The research design elaborates the research ideas,research methods,research tools and research process.The research methods are interview and classroom observation.The interview results are analyzed by NVIVO coding to understand the problems existing in the design of unit teaching.Referring to the LICC classroom observation mode,the observation table is formulated to understand the students ' learning situation in the unit teaching classroom.The third part is ' problem-solving strategies ' unit teaching design presentation.According to the analysis framework,the teaching design is presented from the three stages of unit teaching design.The sixth step in the medium-term analysis stage is the specific teaching design.In order to better show the problems in this part,the teacher ' s teaching design and teaching implementation are combined together to form the implementation part of the teaching design.The fourth part is ' problem-solving strategies ' unit teaching design analysis and existing problems.According to the analysis framework,the process of ' problem-solving strategy 'unit teaching design is analyzed in detail.Through the analysis of the ' problem-solving strategy ' unit teaching design,it is found that there are five problems in the unit teaching design : incomplete analysis of teaching materials,insufficient analysis of students 'knowledge level,poor grasp of generation resources,difficult design of activities,single evaluation subject and lack of later revision.The fifth part is the primary school mathematics unit teaching design problems attribution.Firstly,the causes of the problems in the interview and case analysis are analyzed,and five main causes of the problems in the design of unit teaching are found : insufficient cognition of unit teaching;it is difficult to determine teaching objectives,reconstruct teaching contents,select teaching resources,process design and practice in unit teaching design.The sixth part is the elementary school mathematics unit teaching design promotion strategy.Aiming at the five reasons of the existing problems,five promotion strategies are put forward.From the three aspects of teacher education,strengthen the awareness of unit teaching education;according to the curriculum standards to grasp the content of teaching materials,clarify the design ideas of teaching objectives;analyze the teaching resources inside and outside class,find out the teaching content reconstruction angle;based on teaching materials,students,majors,select unit teaching design resources;unified unit overall design,simplify the form of teaching activities.Under the promotion strategies in five directions,specific and detailed improvement strategies are also proposed from different perspectives of cause analysis.