A Study On The Design Of Teaching The Big Idea Of "Proportionality" In Primary School Mathematics Based On Embodied Cognitive Theory

The big idea of "proportionality" is an important content of the sixth grade of primary school mathematics,which has the characteristics of abstraction and complexity.By learning the knowledge of the big idea of "proportionality",students can initially cultivate abstract thinking and functional thinking.It lays the foundation for future learning of function knowledge,and plays an important role in linking the previous and the next.The big idea of "proportionality" in primary school mathematics has important research value.Using literature research method,text analysis method,interview method and action research method,the research aims to sort out the relevant knowledge of the big idea of "proportionality" in the textbooks of the Jiangsu Education Edition of elementary school mathematics;problems existing in the teaching and learning of clarifying the big idea of "proportionality";combine the big idea of "proportionality" with embodied teaching to optimize the difficulties in teaching the big idea of "proportionality".The literature research method is used to organize and analyze the relevant research results of the big idea,"proportionality" and embodied teaching,understand the current research status at home and abroad,and make a simple classification and summary of it.The text analysis method is used to sort out the big idea of "proportionality" from the perspectives of curriculum standards,teaching materials and teaching,and clarify the content of the big idea of "proportionality" and the specific requirements of the curriculum standards.Use interview method and text analysis method to understand the current situation of teaching of the big idea of "proportionality",and analyze the reasons from two aspects of teachers and students,in terms of teachers: teachers do not understand big idea and embodied teaching,and mainly use teaching methods in the classroom,ignoring the subjectivity of students,not paying attention to the exploration of laws and synthesis and practical activities,ignoring the generation process of concepts,ignoring the penetration of core literacy and mathematics history in teaching.On the students’ side: difficulties in understanding the essence of the concept,difficulties in combining the knowledge of the big idea of "proportionality" with graphs and geometry,difficulties in analyzing quantitative relationships,difficulties in understanding the meaning of the problem and insufficient arithmetic skills.In view of the above reasons,we propose the following teaching strategies for the big idea of "proportionality" : pay attention to the process of concept generation;teach in accordance with students’ cognitive development level;teach to promote students to build the knowledge structure of the big idea of "proportionality";create an embodied environment to enhance students’ interest in learning;design embodied learning activities to promote deep learning;pay attention to the connection between mathematics and life to cultivate mathematical literacy.Based on the above analysis,an embodied instructional design was made for "The Basic Properties of Ratio" and implemented in the elementary school mathematics classroom.Teachers were invited to listen to and evaluate the lesson,and the lesson was analyzed again for students’ homework afterwards,and the teaching effect was significantly better and some problems were optimized.This paper provides a reference for front-line teachers in teaching the big idea of "proportionality" and improves the current situation of teaching the big idea of "proportionality" to a certain extent by using the embodied teaching method.The article concludes with an analysis of the shortcomings of the study,the results of which may be one-sided due to time and resource constraints,among other factors.In the future,I will continue to conduct in-depth research in the areas of teaching practice and classroom observation,with a view to improving the design of teaching the big concept of "proportion" in primary school mathematics based on embodied cognitive theory.