Research On Structured Instructional Design Of Mathematics Measurement Knowledge In Primary School

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)proposes that "the curriculum should be structurally integrated as a means of exploring pathways to develop students’ core literacies." On the contrary,the current situation of teaching metric knowledge in elementary school mathematics has the real problem of fragmentation and narrowing.From the viewpoint of the nature of mathematics,metric knowledge itself has structure;from the viewpoint of the nature of knowledge,metric knowledge can meet the requirements of structured teaching.It can be seen that for the teaching of metric knowledge,structured teaching is an urgent tool to optimize the current situation of teaching metric knowledge in elementary school mathematics,to show its use and release its effect in the classroom,to let students "see the wood and the forest",and to implement the cultivation of students’ core literacy.Based on the importance of the curriculum standards on cultivating core literacy and the rethinking of structured teaching,a study on the structured teaching design of metric knowledge in elementary school mathematics was conducted in order to change the fragmented and narrow teaching style,enable learners to constructively learn in a meaningful way,and eventually promote students to internalize the structure of metric knowledge into cognitive structure and develop their thinking structure.The research questions raised in this study are two: First,why is it necessary to teach metric knowledge in elementary school mathematics in a structured way? Second,how to design a structured instruction of metric knowledge in elementary school mathematics?In order to solve the above problems,this study follows the general idea of "asking questions-finding theoretical grounds-reflecting on real-life problems-optimising structured teaching design--The study is based on the general idea of "presenting problems-finding theoretical basis-reflecting on real-life problems-optimising structured teaching designs-case studies-making recommendations for implementation-concluding and looking forward".The content consists of seven parts: the first part is a review of the literature based on the core concepts of the study and related concepts.In the second part,the connotations and characteristics of structured teaching and learning,the meaning and value of structured teaching and learning design,and the structural features of primary school mathematics metrics are analysed to lay the theoretical foundation for this study.In the third part,the teaching designs of metric knowledge from primary schools are collected and analysed one by one,and the most relevant teaching designs are selected as the main objects for textual analysis,so as to understand the current practical situation of metric knowledge teaching design.In the fourth part,the structured teaching design of metric knowledge in primary school mathematics is optimised in three aspects,namely the principles of teaching design,the form of teaching design and the process of teaching design,based on the theoretical foundation and the realistic background: firstly,the principles of subjectivity,structure and systematic teaching design are followed;secondly,concept maps,flowcharts and mind maps are adopted to give teachers a clear understanding of the elements of teaching design in a visual and structured form.The second is to adopt visual and structured forms such as concept maps,flowcharts and mind maps to give teachers a clear understanding of the various elements of the design.Thirdly,it follows the process of learner analysis,structured design of teaching objectives,structured design of teaching content,structured design of teaching process and structured design of teaching evaluation.In the fifth part,a case study of the structured teaching design was selected to demonstrate a lesson entitled "The Re-concept of Fractions(II)" in the first book of the fifth grade of the primary school mathematics textbook of the North Teachers’ University edition.In the sixth part,based on the previous paper,suggestions for implementing a structured teaching design for primary school mathematics metric knowledge are presented from five aspects: learner analysis,design of teaching objectives,design of teaching content,design of teaching process and design of teaching evaluation.In the seventh part,answers to the research questions of this paper are given and the conclusions of the study are summarised,reflecting on the inadequacies of the study and proposing research prospects.