Research On The Teaching Design Of "Synthesis And Practice" In Primary Schoolmathematics Directed To Deep Learning

The 2022 version of the "Mathematics Curriculum Standards for Compulsory Education" emphasizes the significance of the "synthesis and practice" field in primary school mathematics.This field aims to develop students’ core mathematical literacy through comprehensive and practical learning activities.The updated curriculum sets new expectations for its implementation,which poses a challenge for teachers to design teaching activities that foster core mathematical literacy in alignment with the educational goals.Deep learning,an approach that emphasizes student-centeredness,challenging learning themes,active participation,critical understanding,information integration,meaningful learning,transfer,higher-order thinking skills,and core literacy development,offers new insights and opportunities for further optimizing the teaching of primary school mathematics in the "synthesis and practice" field under the new curriculum standard.The aim of this research is to examine the educational value orientation of the "synthesis and practice" field of primary school mathematics under the 2022 version of the curriculum standard,and to explore how to design and implement teaching activities in this field that align with deep learning.To achieve this aim,this paper first analyzes the new expectations of the 2022 version of the curriculum standard for the "synthesis and practice" field of primary school mathematics in terms of curriculum objectives and learning content.Then,it draws on relevant research findings on deep learning to investigate the values,principles and processes of teaching design and practice in the "synthesis and practice" field of primary school mathematics.Firstly,this paper employs literature review and content analysis methods to compare and analyze the "synthesis and practice" field of primary and secondary school mathematics in the "Mathematics Curriculum Standards for Compulsory Education(2011 Edition)" and the "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)." Based on this analysis,the paper identifies features that teaching design of "synthesis and practice" in primary school mathematics under the new curriculum standard should possess: considering both core mathematics literacy and interdisciplinary literacy for the goal;capturing the knowledge structure and key issues related to the theme for theme analysis;including appropriate activities and tasks for content design;facilitating students’ independent exploration and full participation under teachers’ guidance for process implementation;and employing multi-dimensional,pluralistic,and diverse evaluation methods.Secondly,this paper clarifies the background,connotation,and basic elements of deep learning through a literature review.These elements include theme leading,task driving,high-order thinking,and evaluation reflection.Based on this,the paper argues for the value of developing a "synthesis and practice" instructional design for primary school mathematics that aligns with deep learning.This design can help reshape educational goals,tap into learning content,improve teaching forms,and promote teachers’ professional development.Moreover,it demonstrates that deep learning theory is applicable to the "synthesis and practice" field in terms of educational goals,content organization,and implementation processes.Thirdly,this paper discusses the construction principles and design process of the "synthesis and practice" instructional design for primary school mathematics that aligns with deep learning,based on the "Instructional Design Model of Deep Learning of Primary School Mathematics." The construction principles include the principle of subjectivity that emphasizes students’ activities and experiences,the comprehensive principle that emphasizes knowledge integration and skill application,the practical principle that is close to real situations and problems,and the profound principle that highlights higher-order thinking.According to these principles,and in combination with the curriculum standard content of "synthesis and practice" in primary school mathematics,the paper outlines the design process of the "synthesis and practice" instructional design for primary school mathematics that aligns with deep learning.The process consists of four steps: first,constructing a reasonable unit learning theme;second,determining the literacy-oriented unit learning goals and designing a framework that mainly involves three dimensions: goal orientation,goal content,and goal description;third,designing deep learning teaching activities,which are closely linked to the learning content in the field of "synthesis and practice" and designed around the creation of problem situations,the design of learning tasks,and the arrangement and organization of learning activities;fourth,designing continuous evaluation,which runs through the entire teaching design process and is an important guarantee for achieving deep learning.Finally,as a case study,the paper designs and implements a thematic activity "Stories of Weights and Measures" and writes a reflection based on the results.With the help of the questionnaire method,the question design was carried out in three dimensions: mastery of the core concepts of mathematics,positive emotional input,and participation in higher-order thinking ability,and the implementation effect was investigated.This research has some limitations due to the constraints of conditions,such as insufficient teaching implementation and evaluation design.However,it suggests that the "synthesis and practice" instructional design for primary school mathematics that aligns with deep learning is consistent with the educational goals and implementation forms in the field of "synthesis and practice" advocated by the new curriculum standard.It can provide some guidance and reference for promoting the development of students’ core mathematics literacy and interdisciplinary literacy in the "synthesis and practice" field of primary school mathematics under the new curriculum standard.