Research On Instructional Design Of "Synthesis And Practice" In The Third Learning Phase Of Primary School Mathematics Based On Project-Based Learning

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)requires that “synthesis and practice” of the third learning phase of primary school mathematics should enrich students’ experience in applying mathematics to practice,guide students to put forward valuable mathematical problems,explore diversified and optimal problem-solving strategies and methods,and reasonably explain mathematical conclusions in combination with actual conditions,so as to understand the value,ideas and methods of mathematics,and raise awareness of innovation and application.Project-based learning with significant characteristics of situational authenticity,challenging tasks,process integrity,and creative results also attaches importance to students’ active construction of knowledge and ability,comprehensive practice,formation of results,and development of core competencies in the process of driving problem-solving,so the two have something in common.Besides,project-based learning can provide a new theoretical perspective for mathematics “synthesis and practice” teaching.Therefore,this study aims to provide theory,method and case reference for the design of project-based learning in “synthesis and practice” in the third grade of primary school mathematics,so as to promote the implementation of the new mathematics curriculum standard concept.To this end,this study adopts the literature analysis method,content analysis method and case study method.First,it summarizes the existing research and findings of project-based learning and mathematics “synthesis and practice” teaching.Based on the concept of project-based learning,it analyzes the commonalities of the two to clarify the convergence points.Secondly,based on previous theoretical research and practical experience,the process and framework of project-based learning for the design of “synthesis and practice” teaching in primary school mathematics advanced stage were constructed.Finally,through preliminary analysis,the textbook content of the chapter "Knowledge of Packaging",which conforms to the characteristics and requirements of “synthesis and practice” of mathematics in the third grade of primary school,is selected for the first and second rounds of case design.The design process can reflect the differences between the project-based learning design of “synthesis and practice” of primary school mathematics teaching and the conventional "synthesis and practice" teaching design.The difference between the two rounds of designs gradually highlights the characteristics of the“synthesis and practice” teaching design of primary school mathematics based on project-based learning.It is found that the design of driving questions,sub-projects,and project evaluations are important and challenging in project-based learning based teaching design for primary school mathematics’ synthesis and practice.In this study,although the “synthesis and practice” teaching design of primary school mathematics based on project learning has not been implemented,the iterative optimization process of the design can further deepen teachers’ thinking and understanding of this problem.