The Study Of The Unit Module Design Teaching Mathematics In Primary School

Since2001when the new courses reform took place, classroom teaching of elementary school mathematics has undergone rapid changes in the following aspects of attaching importance to creation of situations for problems, concerning students’interest in learning, reforming students’ learning styles,paying attention to the attainment of the three dimensional objectives, student-oriented teaching designs, etc. The teaching materials on teaching mathematics at primary schools have been constantly interpreted and revised in a brilliant manner, especially the starting and ending classes of each of the units, which are even more popular. No matter how excellently one class is taught, the aftertaste of it inevitably leaves people with the regret that there is no "program parade". An individual lesson show is unable to enable people to see the connection of the previous teaching contents or indication to the following teaching contents."Discussions only on this class" are short of overall teaching plan or design, which affects the attainment of the teaching objectives and the development of students. Based on this, the author decided on the topic of "Unit Modular Teaching of Mathematics at Primary School". The aim of this research is to take the teaching contents of each term as unit knowledge modules, treat the "teaching new lessons, exercise lessens, review lessons, check lessons and appraisal lessons" as an integrated whole, and carry out a systematic research and teaching design guided by systematology. It starts with the existing problems in the current unit classroom teaching and makes attempts to resolve the problems of fragmentation and separation in the process of teaching new lessons-exercise lessens-review lessons-check lessons-appraisal lessons, so as to make teaching design serve teaching practice and make classroom instruction more targeted, comprehensive, integrated, and scientific to achieve the teaching effect of "the whole is greater than the sum of the parts"Chapter Ⅰ describes the background, significance, approaches and methods of the research.Chapter Ⅱ defines the concepts and illustrates the present situations of the research on modular teaching of mathematics at primary schools at home and abroad.Chapter Ⅲ and Chapter IV are the author’s practical research on modular teaching of mathematics at primary school, with the focus on modular teaching of mathematics at primary schools in terms of teaching design, implementation and evaluation. First, it takes Unit2,"Cuboid (Ⅰ)", in to second part of the textbook for grade five of the Beijing Normal University Edition as an example for the unit teaching modular design. Then, in the following implementation process, it carries out a partial adjustment and enhances the knowledge linkage among the new instruction, the exercise lesson and the review lesson. Finally, it concentrates closely on the "Course Standards" to conduct an appraisal to the students’ learning results according to the requirements and general objectives of the contents of the unit, and it also makes some comparative analyses between the experimental class and the comparison class.Chapter V summarizes the practical strategies for the unit modular teaching at primary schools. It refines the discussions on teachers’professional knowledge, awareness of overall designs, mastery of learning situations, ability to regulate teaching, etc.Chapter VI probes into the research conclusion and raises some issues for further researches.