Research On Primary School Mathematics Teaching Design Based On The "Big Problem" Teaching Mode

Classroom teaching design is the premise and important guarantee for improving the quality of classroom teaching and promoting the all-round development of students.In order to better implement the concept of the new curriculum reform,educators continue to practice,explore and reflect.Among them,the "big problem" teaching mode constructs a new classroom teaching mode,which changes the current situation that "teaching" and "learning" are separated.Carrying out "big problem" teaching provides a reference path for the reform of classroom teaching,and also improves the current situation of the current single teaching mode of mathematics classroom.Taking graphics and geometry as examples,this paper aims to use the "big problem" teaching mode in teaching design,hoping to improve classroom teaching methods and improve classroom teaching efficiency.This paper mainly includes the following parts: the first part,introduces the research background,purpose and significance in the introduction,and sorts out and analyzes domestic and foreign literature to determine the research ideas and methods;To analyze the survey data of front-line mathematics teachers in three primary schools,to understand the current situation of using the "big problem" teaching model in the current primary school mathematics teaching design and the difficulties in the classroom implementation process;the third part,based on the existing problems,the author uses Taking the field of "graphics and geometry" as an example,the "big problem" teaching mode is used to carry out specific teaching design,including the basis and implementation principles of the "big problem" teaching objective design,the characteristics of the "big problem" and the basic requirements for teaching content design,through the early stage Propose,preliminary exploration and in-depth solution of these three parts to further elaborate the "big problem" teaching process design,the object and principles of "big problem" teaching evaluation design;the fourth part,in the form of a case,expounds how to implement the "big problem" teaching design,I hope to provide relevant teaching reference for front-line teachers;in the fifth part,the author summarizes the research and prospect of the paper,and proposes further research directions.The author draws the following conclusions based on the above research: First,although teachers have the awareness of cultivating students to solve problems,the current situation that front-line teachers use the "big problem" teaching model in the teaching design of primary school mathematics is not ideal.The main reasons are as follows: The teaching time is too long,the students’ abilities are different,the teaching content is difficult to arrange,and the teachers’ cognition is not comprehensive enough.Therefore,the problem teaching mode is mostly a formality and has not been implemented in place.Second,based on the analysis and discussion of the "big problem" teaching design,the author will The content and practice are combined,and the teaching design of primary school mathematics under the "big problem" teaching mode is explored from the four aspects of teaching objectives,teaching content,teaching process and teaching evaluation.Form the following design patterns: according to different dimensions,put forward "big problems" in the early stage;according to different methods,initially explore "big problems";according to the small forum system,solve "big problems" in depth.Through the proposed "big problem" teaching implementation strategy,the author chooses a relatively typical case for discussion and analysis.It is hoped that it can provide reference and reference for the research in the same field and the use of the "big problem" teaching model for the teaching design of primary school mathematics by first-line mathematics teachers.