A Practice And Teaching Design On Elementary Mathematics In Grade Three

Teaching design is an applicative and prescriptive subject; it belongs to a design subjects and roots in the practice of teaching design. Conceptually, it refers to the whole process of orderly arranging the teaching elements so as to form teaching plan and determine its teaching starting point and end point according to the teaching object and teaching goals. It is a subject that use systematic method to solve the teaching problems, with the aim of improving teaching efficiency and teaching quality so that the students can learn more knowledge in the certain period of time and can greatly improve students’ various aspects ability, thus causes the student to obtain a good development. In the actual elementary mathematics teaching, the conduct and implementation of teaching design is the important guarantee and reserve forces of normal teaching. So it raises higher requirements of teachers’ teaching design ability, namely in teaching design teachers should work out the teaching design that is suitable for students’ specific needs and select the effective teaching strategies based on the specific requirements. Therefore, facing the implementation of the new curriculum standard, how to carry out effective teaching design and develop mathematics teaching is the problem that we need to solve urgently.This paper discusses the existing problems in designing the teaching design in the elementary mathematics. First of all, the related theories of elementary mathematics teaching design are discussed and studies on mathematics both at home and abroad are summarized by literature study. Then, in order to understand the actual situation of teaching design in the elementary mathematic teaching, the Grade Three and Grade Four students and their teachers from No.1Hui Elementary School in Jinfeng District, Yinchuan were selected as the subjects of this paper. During the study, case analysis method was adopted. When collecting cases, interview and classroom observation were also used to understand the problems and difficulties existed in the elementary mathematic teaching design. Finally, the elementary mathematic teaching design was carried out and the teaching process was implemented, and the design principles of the elementary mathematic teaching design were summarized. This study draws the following conclusions:firstly, the design and practice of elementary mathematics teaching design and shall be carried out under the guidance of relevant theories and based on specific teaching mode; secondly, teachers must design the mathematic teaching according to the students’ individual differences and their different needs. They should get rid of the arbitrary design so as to highlight students’ initiation; thirdly, it is proved by the practice that the well-designed elementary mathematic teaching in advance can promote students desire to learn mathematics. On the one hand, it can enhance students’ learning motivation and interests in learning, on the other hand, the cooperative learning group in it can enrich student’s ways of study, which will have certain effects on students’other aspects of learning and development.