Practical Research On Teaching Design And Implementation Of "Graphics And Geometry" In Primary Mathematics Based On Task-Driven Method Driven Approach

Under the background of current primary and secondary school teaching,there is a serious problem in primary school mathematics teaching.How to solve the influence of the traditional classroom teaching mode of "full-hall irrigation" on students will inhibit and stifle their enthusiasm and creativity to some extent.How to change this educational situation has become one of the important research topics in educational research."Graphics and Geometry" is one of the first mathematics courses offered under the new curriculum standards.It can help students to construct the concept of thinking in space and cultivate their logical and intuitive thinking ability on the geometric plane.Especially in the study of senior grades,"Graphics and Geometry" is highly abstract and difficult,and the traditional lecture teaching has been difficult to meet the needs of students’ spatial thinking ability.Therefore,scholars have put forward many novel teaching methods.If we want to achieve this effect,we must mobilize students’ enthusiasm and creativity,let students take the initiative to participate in the classroom and become the masters of learning.In this study,a lesson of "Graphics and Geometry" based on task-driven teaching design was taken as the starting point to explore the influence of task-driven teaching method on students.A questionnaire survey was conducted among 98 students in Class 2 and Class 5 of Grade 6 in Wuxi A School,and their current situation,influencing factors and relationships were discussed and analyzed.It was found that students were generally not active enough in math class,not confident enough in themselves,unable to acquire knowledge actively,and lacked the ability to solve problems with practice.In view of the current situation of the subjects,the task-driven design of the volume of a cylinder is adopted for teaching.Task-driven means: on the basis of mastering the learning situation,teachers create specific situations with reality and design targeted tasks in combination with teaching content;Guide students to explore independently and cooperate and communicate;It is a teaching method to organize multiple evaluations,so as to enable students to master basic knowledge,improve their learning ability and cultivate mathematics emotion in the process of solving tasks.According to the characteristics of sixth-grade students in Wuxi A school,the design and implementation of "Graphics and Geometry" based on the task-driven teaching mode are carried out according to the standards and requirements of mathematics curriculum implementation,the principle of taking students as the main body,with the goal of cultivating students’ knowledge and skills,processes and methods,emotions and values.The design of task-driven teaching includes the theoretical basis of design,teaching purpose,teaching goal(five goals of "mastering cylinder volume","cultivating’ transformation’ thought","cultivating modeling ability","improving students’ logical thinking ability" and "enhancing learning interest"),and course content design(including proposing tasks,analyzing activities,and developing.After the task-driven teaching design scheme is completed,the subjects are implemented with the task-driven teaching course.The implementation includes the preparation,implementation and operation points of mathematics courses.The implementation of task-driven teaching is carried out by means of educational experiment.The subjects are divided into experimental class(49 students in Class 2,Grade 6)and control class(49 students in Class 5,Grade 6).The experimental class adopts task-driven teaching method and the control class adopts traditional teaching method.After the implementation of the two teaching modes,the effect is evaluated and analyzed.It is carried out from three aspects: the evaluation and analysis of the comparison of statistical results of questionnaires,the evaluation and analysis of interviews and the evaluation and analysis of the effects from the perspective of researchers.Through the analysis of the understanding,application status,confusion and effect evaluation of the task-driven teaching mode in Wuxi A school teachers and sixth-grade students,the conclusions of this study are as follows:(1)Teachers are familiar with the task-driven teaching method,but they are confused.(2)After the implementation of the task-driven instructional design activities,there are obvious differences between the experimental group and the control group in the comparison and analysis of the statistical data of the post-test questionnaire survey.(3)Task-driven primary school mathematics teaching is conducive to mobilizing students’ learning enthusiasm and improving their thinking level.Finally,this study puts forward the following educational enlightenment:(1)The tasks set by teachers should be representative and operable.(2)Teachers should pay attention to the generative nature of students’ learning activities.(3)Properly position the role of teachers and let students be the masters of learning.(4)The diversity evaluation method is adopted,with mutual evaluation and self-evaluation.