Research On Teaching Design Of Primary Mathematics Unit Based On Comprehensive Application

The Curriculum Standard for Mathematics in Compulsory Education(2011 edition)clearly states that "comprehensive application" is an important carrier to accumulate experience in mathematical activities.That is,by creating problem-oriented scenarios,students are required to comprehensively use the original constructed knowledge and experience to solve the authenticity problems related to life inside and outside class through independent learning and cooperative inquiry,so as to promote the comprehensive improvement of the core quality of mathematics for primary school students.In reality,there are the following deficiencies in the teaching practice of "comprehensive application" of primary school mathematics:(1)unit teaching design is not scientific,"comprehensive application" teaching is a mere formality;(2)primary school mathematics teachers fail to effectively play the advantages of "comprehensive application" unit teaching,resulting in the construction level of students' mathematical knowledge and experience did not achieve the effect of deep learning.Based on this,this paper is based on the constructivist theory,Confucius' "teaching according to his aptitude" thought,the recent development area theory,SOLO classification theory,Tao Xingzhi "do middle school" theory,with the primary school mathematical unit design based on "comprehensive application" as the research object.Take group experiment and case analysis research method,select the author teaching school six two parallel class students for the experimental research object,compiled the "based on SOLO classification theory of primary mathematics deep learning comprehension scale" version of sixth grade math "equation" test(test)"" version of sixth grade math "equation" test " as a research tool.The purpose of the research is to solve the following problems:How does(1)develop comprehensive application design based on primary mathematics units?How is the impact of(2)comprehensive application-based primary school mathematics unit design on deep learning?(3)Taking "formula and equation" as an example,can the primary school mathematics unit design based on comprehensive application significantly promote the improvement of students' mathematics academic level?The results show:(1)The design of primary school mathematics units based on comprehensive application should adopt a dynamic and implicit hierarchical teaching strategy.Take the "Formula and Equation" unit as an example,according to the general process of teaching design,to discuss the teaching objectives,teaching content,teaching process and teaching evaluation respectively.Subsequently,considering the needs of mathematics deep mathematics learning and academic level improvement of primary school students,the special application strategy of dynamic implicit hierarchical teaching is put forward.(2)The design of primary school mathematical units based on comprehensive application can help students to realize the deep learning of mathematics.The teaching experimental intervention shows that the mathematical deep learning effect of primary school students is closely related to the unit teaching design based on "comprehensive application".The specific performance is as follows:First,the design of unit teaching intervention activities based on comprehensive application has the characteristics of spiral type.Combined with the change of learning situation,the teaching intervention program can be dynamically adjusted to help students form a deep learning paradigm suitable for their actual situation.Second,in classroom teaching,group discussion,performance teaching,game competition teaching and other activities are boldly adopted,and the students are classified through implicit stratified teaching into a number of heterogeneous groups,which has a remarkable effect on the transformation of students with learning difficulties..(3)The design of primary school mathematics units based on comprehensive application can significantly promote the improvement of students' mathematics academic level.Take the"formula and equation" unit as an example and before test and after test,after teaching experimental intervention,the experimental class students mathematics deep learning comprehension level is significantly higher than the control class students(P<0.05),and the number of mathematics eugenics at the end of the experimental class is significantly higher than the mid-term stage,which also proves the effectiveness of the dynamic hidden hierarchical teaching strategy proposed in teaching design..