Research On The Teaching Design Of Primary Mathematics "Calculation Of Polygon Area" Based On UbD Theory

The current primary mathematics education puts forward new requirements in the cultivation of students-cultivating students’ mathematical core literacy.How to implement the cultivation of core mathematical literacy is gradually becoming the focus of primary mathematics education.The compulsory education mathematics curriculum standards provide us with ideas: teaching design should comprehensively consider the different stages of students’ past,present and future,and design the knowledge and skills of teaching materials as a whole,so as to help students achieve in-depth understanding and promote the development of their own abilities and core mathematical literacy.Therefore,teaching design as a whole is an important means to conform to the internal logic of mathematical knowledge,promote students’ understanding,and implement the core literacy of mathematics.Understanding by Design(hereinafter referred to as UbD theory)promotes students’ true understanding as the core of instructional design,advocates reverse instructional design,which provides a framework for instructional design in this study.This research focuses on the teaching design of "calculating the area of polygons" based on UbD theory,and the whole text contains a total of six parts.The introductory part first analyzes the reasons for the selection of the topic of this study,mainly because teaching design helps to improve teaching efficiency and teaching quality,curriculum standards require cultivation of students’ core literacy in mathematics,reverse teaching design under the guidance of UbD theory is conducive to cultivating students’ core literacy,and the importance of the content of "polygon area calculation" itself.The literature method was used to analyze the relevant concepts and processes of teaching design,the connotation of UbD theory and related research,and the interview method was used to initially understand the current situation of the teaching design of "polygon area calculation" for primary mathematics teachers,followed by a literature review,and the relevant research on teaching design,primary school mathematics "polygon area calculation" and UbD theory was sorted out and reviewed.On this basis,the core concepts of this study are defined,namely "instructional design","UbD theory" and "calculation of polygon area".Finally,the introductory part also expounds the research purpose and significance of this study,research design and theoretical basis.The second part of this article begins with the main text,which is the analysis of teaching materials and the current situation of teaching about the "calculation of polygon area" in elementary school mathematics.First,the content of the textbook is analyzed by the content of "Calculation of Polygon Area",and then the front-line teachers are interviewed through the interview method to understand the current status of the teaching design of "Calculation of Polygon Area",which also provides ideas for the subsequent teaching design of this study.The third part is to analyze the relevance of UbD theory and the "calculation of polygon area" part of elementary school mathematics,that is,to explain why UbD theory can be used to guide the teaching design of the content of this unit.Firstly,the core ideas of UbD theory include "starting with the end" and "teaching for understanding",and then analyzing the teaching objectives of "polygon area calculation" and the relevant requirements of curriculum standards for teaching design,and finally it is found that the use of UbD theory to guide the teaching design of "polygon area calculation" is conducive to cultivating students’ core mathematical literacy and promoting students’ integrated learning,and UbD theory can provide theoretical guidance for teaching design.The fourth part is to analyze the principles of instructional design based on UbD theory,which mainly includes three points: focusing on expected learning outcomes,pointing to students’ mathematical core literacy,and following the reverse instructional design idea.The fifth part is instructional design based on UbD theory.Firstly,the process of instructional design based on UbD theory is analyzed.The instructional design process adopted in this study is: the first step,to identify the entry point of instructional design;The second step is to carry out the preliminary design of the instructional design;The third step is to determine the expected learning outcomes;Step 4: Determine the appropriate assessment method;Finally,plan the relevant teaching process.Among them,the third to the last step is the main task of instructional design.Next,the specific teaching design of this research is divided,and the teaching of the unit "Calculation of Polygon Area" is divided into six lesson types: preparation course,perception course,inquiry course,application course,practical course and extension course,and then the teaching design of each lesson type.Here,the template for instructional design used in the study broadly includes the following: expected learning outcomes,methods for determining assessment,instructional activity design,board book design,and assignment designThe final part is the research conclusions and research reflections of this study.Through this teaching design,this study preliminarily clarifies the process of reverse teaching design based on UbD theory,and understands the characteristics of teaching design under the guidance of UbD theory and the key issues that teachers should think about in teaching design:starting from determining the expected results,thinking about the evidence that students achieve the expected learning outcomes,and transforming the expected learning results into situations and operable activities that students can understand.The study also reflects on the shortcomings of this teaching design,mainly from two aspects: on the one hand,the process of teaching design of this study needs more expert opinions and practical tests,on the other hand,the final teaching design of this study has not undergone a lot of practical tests and is still at the theoretical level.Finally,through the experience of instructional design,this study also puts forward several thoughts on instructional design: the first is to create real problem situations,and introduce mathematical problems through problem situations,so as to provide students with the motivation to explore new mathematical knowledge.The second is that teaching design should grasp the core literacy of mathematics,and then improve the core literacy of students.The third is that teachers should design dynamic teaching evaluation,and reflect and improve teaching design and teaching in a timely manner.