Study On The Teaching Design Of Primary School Mathematics "Integration And Practice" Based On STEAM Education Concept

Driven by the reform of the new curriculum standards,the emphasis on "synthesis and practice" has been greatly enhanced,which has higher and higher requirements for students’comprehensive quality under the "double reduction policy".Therefore,it is necessary to adjust and change the teaching design of "synthesis and practice" course in primary school mathematics to meet the new requirements of the new curriculum standard.STEAM education is an interdisciplinary teaching model under the background of the intelligent era,and its teaching concept has something in common with the teaching requirements of "synthesis and practice" course.Therefore,the integration of STEAM education concept into the teaching design of "synthesis and practice" of primary school mathematics is conducive to the cultivation of comprehensive and innovative talents.Firstly,through literature analysis method,observation method,investigation method and text analysis method,this study investigated and analyzed the teaching design status of the"synthesis and practice" section of primary school mathematics in Suzhou Education Edition,and got to know the actual teaching status of the current comprehensive and practice course:Attaching importance to group cooperation rather than independent thinking,taking students as the main body rather than activity experience,attaching importance to mathematics knowledge rather than comprehensive application,emphasizing problem awareness rather than evaluation method,emphasizing teaching practice rather than teaching content.The main reasons are that teachers pay little attention to the "comprehensive and practice" curriculum,teachers lack the teaching model that can be used for reference under the background of the new curriculum standard,schools ignore the development of teaching resources of"comprehensive and practice" curriculum,and students have low interest in the"comprehensive and practice" curriculum.Secondly,starting from the rational thinking of the "synthesis and practice" teaching design of primary school mathematics under the STEAM education concept,the paper summarizes the feasibility and uniqueness of the integration of STEAM education and"synthesis and practice" with the support of a certain theoretical basis.From the perspective of characteristics,synthesis and practice emphasize interdisciplinary,situational,nurturing and growth,while STEAM education concept emphasizes integration,development in real situations,and cultivation of students’ logical thinking and problem-solving ability,which have a strong connection.From the perspective of curriculum analysis,the two curriculum objectives,curriculum content,curriculum form,curriculum evaluation and curriculum implementer are common.At the same time,STEAM education is an excellent way to cultivate primary school students’ core qualities.It not only improves students’ knowledge transfer ability,focuses on learners’ cognitive development,but also strengthens students’ application of resource management strategies.Therefore,the concept of STEAM education has something in common with the "comprehensive and practical" teaching of mathematics in primary schools.Based on the theoretical elaboration and combining with the existing model of the teaching design of "integration and practice" in primary school mathematics in our country based on STEAM education concepts,we study and use for reference,sort out the STEAM elements of "integration and practice" in primary school mathematics,and summarize the principles and constituent elements of teaching design.Thus,we tentatively construct a framework of teaching design.The instructional design framework is divided into three parts:before class,during class and after class,among which the instructional design process in class is the focus.The specific implementation steps are:create problem situations,inform learning objectives,feedback pre-class task list,group cooperation and exploration,display and exchange of results,consolidate and deepen learning,summarize and reflect.Then this instructional design framework is applied to actual teaching,teaching content is recorded,and the implementation results are analyzed.Finally,it is concluded that the teaching activities carried out under the framework of the teaching design,students have high participation,and on the basis of independent thinking,efficient team cooperation,accumulated experience in mathematical activities.