Diagnosis-based Study Of Primary School Mathematical Teaching Methods

Teaching design is a process where teaching instructors and teachers plan teaching contents, teaching organization forms, teaching methods, and teaching means to be used according to education and teaching theories, teaching art principles, and educates’ cognitive structure, so as to achieve teaching objectives of a certain stage. Efficiency of teaching design depends on teachers’ dual grasp on teaching materials and students and whether teachers have designed specific aims, detailed plans, and teaching processes suiting students’ ability level or not.In existing teaching design, teachers mostly conduct teaching design on the basis of textbooks and teaching references but ignore students, who are teaching subjects. However, actually, teaching performances are directly affected by students’ mastering degree on contents to be learned and cognitive structure. In the paper, teaching design of primary mathematics puts students in the first place of teaching design.As for the diagnosis-based primary mathematics design, the author diagnosed knowledge conditions and cognitive structure mastered by students before teaching, as well as other multi-aspect factors which may affect their learning. On the basis of learning starts and individual differences presented in diagnosis, the author conducted more appropriate teaching design. The teaching design is based on students, which reflects that teachers are not only teaching designers but also teaching executors and students are not only teaching participants but also service objects of teaching. The author hopes to provide referenced design models and design flows for teaching design through researches in such aspects.The paper is made up of seven chapters, whose contents are as follows:In chapter 1, the author stated the origin of problems, research significances, objectives, methods, thoughts, and frames. The author briefly stated research contents, at home and abroad, related to diagnostic methods, diagnostic tools, and teaching design, aiming to innovate in inheritance and to improve in reference.In chapter 2, the author defined concept of “diagnosis” and “teaching design” and listed, in detail, important theoretical bases related to the research, including teaching design, teaching evaluation, and Bloom’s Taxonomy, aiming to provide relatively solid theoretical bases for researches.In chapter 3, the author put forward basic principles and design processes of pre-class diagnosis on the basis of pre-class diagnosis status of primary mathematics.Diagnostic principles were stated from scientificity of diagnosis, paying attention to measure students’ thinking, design integrality, and higher efficiency that shall be achieved in design and development of the research was indicated with directions through combining diagnosis design flows.In chapter 4, 5, and 6, teaching objectives, teaching contents, and teaching practices were designed on the basis of diagnosis.In chapter 4, the author stated how to design teaching objectives orderly through analyzing teaching contents, anticipating students’ starting points, compiling diagnosis questions, and implementing diagnosis, according to students’ starting points in study and individual differences. On the basis of the flow of designing teaching objectives, the author actually developed teaching practices, designed teaching objectives, and acquired some operational conclusions.In chapter 5, firstly, the author done up text contents of Primary Mathematics(Shanghai Education Publishing House Edition) at first, which contributes to carrying out practice researches from integrity of students’ knowledge system construction; secondly, on the basis of doing up and analyzing teaching contents, the author actually developed practice researches on teaching contents of different parts, aiming to gain feasible diagnosis-based scheme in teaching content design through combining students’ feedback and practice situations.Chapter 6, the most proper class exercises were designed on the basis of development on diagnosis process of mathematics class practices and feedback conditions of practices’ accuracy, where students’ individual differences and easily wrong points were considered, to design class practices on the basis of students.In chapter 7, research conclusions and prospects: the author mainly stated effects and changes of diagnosis on teaching design from the aspect of teaching objectives, teaching contents, and class practices; the author expounded the research’s existing limitations and further development direction, which will indicate directions for deeply developing researches in the future.