| It’s the core direction of mathematics curriculum and teaching reform in the compulsory education stage to learn for authenticity,enable students to gain true understanding,solve real problems,and enable learning to truly occur.In April 2022,the Ministry of Education issued the “Compulsory Education Curriculum Plan and Curriculum Standards(2022 Edition)”,where “authenticity” is a keyword that permeates the entire curriculum plan and curriculum standards.For example,this series of policy documents emphasizes real situations,real problems,etc.It points out that,in order to develop students’ core competencies and cultivate their problem-solving abilities,students need to participate in a series of tasks,projects,problems,activities,etc.Students need to explore,discover,create,and apply in authentic problem situations,in order to learn through exploration,creation,and application.This learning demand based on reality,for the sake of reality,and for learning to occur truthfully coincides with the trend of authentic learning that has emerged in recent years.Based on this,what is “authenticity” and how to enhance the authenticity of learning based on authentic learning are the key issues that should be explored in the reform of mathematics curriculum and teaching during the compulsory education stage.Authentic learning is a learning process that is based on real life.Its learning content builds meaningful connections with children’s lives.It advocates for children to actively participate,explore,reflect in real situations,and then learn to think and act like experts.Authentic learning means that students engage in learning based on their existing experiences and learning interests in real-life scenarios or simulated real-life situations,driving real participation and experience through real problems or tasks,thereby exploring and discovering in real-life situations that are related to themselves,constructing connections between concepts,and achieving true understanding and expression.Authentic learning emphasizes the construction of meaningful connections with children’s lives in terms of content,genuine participation and experience in the process,highlighting students’ true performance in evaluation,and developing genuine understanding and expert thinking in results.These important ideas and concepts have significant implications for the transformation of primary school mathematics learning,including providing new perspectives for enhancing the authenticity of mathematical learning situations,providing new ideas for building the connection between mathematical knowledge and life,and clarifying new directions for thinking about how to guide students to truly express themselves.Learning tasks,as a connection and intermediary between mathematical learning and the real world,can drive students to truly participate in the learning process and obtain real experiences.However,there are many problems in the design of primary school mathematics learning tasks,such as being detached from real situations,deviating from learning objectives,and formalizing the process.This greatly reduces the authenticity of learning tasks and narrows their educational value.In this regard,authentic learning provides an innovative perspective for the design of primary school mathematics learning tasks,injecting new explanations into the connotation and characteristics of primary school mathematics learning tasks.The primary school mathematics learning task under the guidance of authentic learning has the characteristics of paying attention to children’s needs,emphasizing independent exploration,and making mathematical problems more real-life.Based on authentic learning,the design of primary school mathematics learning tasks should first clarify the underlying educational logic,specifically driving students’ real participation in real-life task situations,experiencing problem-solving to achieve students’ real understanding,and guiding students to construct mathematical thinking through authentic evaluation.Real task situations drive students’ real participation,which means that real task situations are a necessary prerequisite for promoting students’ real participation and obtaining real mathematical experiences.The more real and closely related situations are to real life,the more they can promote real participation in mathematical learning.Realizing students’ true understanding through hands-on problem-solving means that students can only gain true understanding of mathematical knowledge by experiencing the process of exploration,hypothesis,argumentation,explanation,and reflection in the process of solving real problems.Authentic evaluation leads students to construct mathematical thinking,which means that only based on authentic evaluation can students generate real mathematical expressions,rather than“false” expressions mainly focused on knowledge acquisition and memory,in order to construct students’ mathematical thinking and develop mathematical literacy.The core concept of designing primary school mathematics learning tasks under the guidance of authentic learning includes learning based on real life,putting real mathematical experience as the foundation,and learning for real mathematical expression.Learning based on real life aims to construct a meaningful connection between learning content and children’s lives,helping students perceive the correlation between mathematics learning and themselves.Real mathematical experience is the foundation,aiming to prove that only by truly participating in mathematical learning and obtaining a real mathematical experience can students truly engage in mathematical learning.Learning for authentic mathematical expression aims to demonstrate that the results of mathematical learning are not simply the acquisition of mathematical concepts,principles,and basic skills,but rather the pursuit of genuine mathematical understanding,the ability to construct connections between mathematical concepts,and the flexible application of mathematical knowledge.The implementation strategy of primary school mathematics learning tasks design under the guidance of authentic learning lies in creating authentic scenarios supported by technology,focusing on authentic tasks of subject concepts,engaging in authentic participation through hands-on collaborative exploration,and evaluating authenticity based on product orientation.The key to creating authentic scenarios supported by technology is to grasp the supportive role of information technology in creating authentic scenarios.Focusing on the authenticity of disciplinary concepts requires organizing learning content based on disciplinary concepts and creating interdisciplinary challenging tasks.Authentic participation in hands-on collaborative exploration requires knowledge application based on collaborative exploration,and guides students to reflect in action.Based on product oriented authenticity evaluation,it means designing high-quality expressive tasks that target a real audience.There is a case on the design of primary school mathematics learning tasks under the guidance of authentic learning.Based on a series of theoretical viewpoints and practical strategies proposed in the study,this paper deeply interprets the case of“cognitive ratio unit: learning in practical activities” as a primary school mathematics learning task,clarifies its advantages and disadvantages,and then clarifies the improvement direction for the future development of primary school mathematics learning task design. |
