Teaching Design Research On The Collation And Review Of High Grade Mathematics Units In Primary School From The Perspective Of Thinking Visualization

Through the investigation of the teaching status quo of sorting out and reviewing mathematics units in the senior section of primary school,we know that there are some problems in the teaching of this section,such as single dimension of teaching goal,lack of attention to learners’ thinking level activities,lack of pertinence in teaching evaluation,and insufficient function mining of graphic tools.Knowledge representation is emphasized in teaching,but learners’ thinking is still in a hidden state.In practical teaching,teachers have understood and been able to use line segment diagram and mind map to represent problems and knowledge,strive to visualize knowledge,and strive to express knowledge clearly and accurately.However,teaching design generally lacks the interpretation of learners’ thinking results and the traceability of learners’ thinking process,so learners’ thinking can not be recognized and used in time in teaching.Of course,the advantages of design teaching under the visual vision of thinking still need to be verified by a large number of practices to be recognized by more front-line teachers.At present,some teachers have recognized and tried to apply the content of thinking visualization instructional design,but the teachers’ understanding of thinking visualization is limited,and the thinking visualization is simplified.Many teachers equate it with mind map,line segment map,or simplify the graphic tool,only as a tool to present knowledge,ignoring the function of digging more thinking diagram.Learners’ hidden thinking can not be revealed and seen,which will affect the communication and expression of teaching.Therefore,the instructional design process pays attention to thinking and pays attention to communicating the thinking of teaching subjects.Try to express the hidden thinking of learners and realize the visualization of thinking while realizing the visualization of knowledge.According to the new curriculum standard design of teaching objectives,pay attention to its problem situation design.By using visual thinking tools to present the internal logic of knowledge,record and present the thinking process of students,pay attention to the evaluation into the teaching process,and realize the integration of teaching evaluation.The purpose of this study is to understand the theoretical basis of the sorting and review of mathematics units in the senior section of primary school and explain the relevant basic concepts by analyzing the relevant theories of thinking visualization and instructional design.Through understanding the teaching status of mathematics unit arrangement and review,it is found that students’ thinking is hidden,so the teaching design is based on the visual vision of thinking.The purpose of this study is also to provide teaching reference for front-line teachers,so as to enhance students’ participation in thinking,expression and action in the teaching process,continuously promote students’ deep learning,obtain the development of thinking level,and strengthen teachers’ personal teaching understanding ability.The research methods used in this study mainly include literature research,interview and text analysis.By studying thinking visualization and its teaching related literature,this paper clarifies the teaching design basis of thinking visualization and teaching related concepts and thinking visual vision,and clarifies the feasibility,basic connotation,design principles and design steps of teaching design based on thinking visual vision.Through interviews with mathematics teachers with senior teaching experience in primary schools,relevant instructional design was collected,and the current attitude of mathematics teachers towards the arrangement and review of mathematical units in primary schools was learned.Through the analysis of the teaching design text of the high level mathematics unit arrangement and review,the basic idea and basic teaching activities of the current teaching design of the high level mathematics unit arrangement and review are understood.Through the three research methods,we systematically understand the actual situation of the teaching design of the senior mathematics units in primary schools,clarify the existing problems in the current teaching design,and lay the foundation for the subsequent targeted teaching design.Integrated units organize and review the characteristics of teaching,and design teaching to solve current teaching problems.First of all,the basic explanation of the teaching of design unit collation and review under the visual vision of thinking is made,the related concepts and theoretical basis of design unit collation and review teaching under the visual vision of thinking are clarified,and the basic context of teaching design is sorted out.Secondly,in order to improve the current situation of unit arrangement and review,based on the relevant theoretical basis,the preliminary analysis,target analysis and teaching evaluation design are carried out.Then,according to the framework of this teaching design,specific basic steps of teaching are designed from the aspects of teaching introduction,activities,practice application,etc.: creating scene introduction,explicit construction process,internalized knowledge application,and externalized mathematical literacy.Finally,after repeated modification of the teaching design,the teaching case is designed and the teaching is implemented.According to the implementation situation of front-line teachers,the teaching effect is analyzed from the two dimensions of learner engagement and satisfaction,so as to preliminatively understand the influence of this study on the teaching of unit arrangement and review,and modify the teaching design and try to apply it to the teaching design of other units.