Research On The Teaching Design Of Elementary School Mathematics Unit Based On Academic Analysis

The unit instruction design is based on teaching material,by analyzing and reorganizing the teaching contents related to each other to integrate them into relatively complete instruction units,so as to optimize the teaching effect.Nowadays,many teachers put "student analysis" into the opening position of the instructional design,but this does not mean that teachers’ "student analysis" really plays a role in instructional design.This research hopes that through the "students" and "unit whole teaching design research,to establish a "unit instruction design based on student analysis on primary school mathematics teaching" theoretical framework and provide a series of operational,inspiration and suggestion to the majority of teachers.At the same time,in the process of research,we can solve some problems and doubts that teachers encounter in "student analysis",so as to achieve the purpose of improving the current situation of "student analysis ".This study consists of six chapters,which are as follows:The first chapter describes the origin of the research problem at first,the "unit instruction design" and "student analysis" was reviewed,based on the results of literature review,to determine the significance of the study,then the " student " and " student analysis " and " unit " concept and combing research ideas,determine the research method.The second chapter is a summary of "study analysis".First,the meaning of "study analysis" is summed up by consulting related literature and interviews with teachers,and then collecting and sorting out the content of "learning analysis" in the relevant literature,and classifying it and selecting the corresponding study analysis according to the needs of the research.Finally,through collecting teaching design cases and interviews with front-line teachers,we can understand the basic methods of learning situation analysis.The third chapter is an overview of the " student analysis ",first through the literature review and interviews with teachers summed up the " student analysis " significance;then through collecting and collating relevant literature covers the " student analysis " content,the summary classification,then according to the research of the selected the " student analysis " content;finally,through the collection of teaching design and interviews with teachers,understand the basic operation process of " student analysis ".The fourth chapter is based on the case study of 80 primary school mathematics unit teaching design cases collected,in order to find its present characteristics,and then compare the characteristics of the present situation with the theoretical characteristics of the "unit teaching design" concluded in the third part,in order to find out the shortcomings of the current unit teaching design.In the fifth chapter,based on the previous discussion,the "unit teaching design" and "study analysis" are integrated to design "the theoretical framework of unit teaching design based on the analysis of the learning situation",and then the theoretical framework is used as the basic design model,and the “Preliminary understanding of the fraction(1)” of the Shanghai teaching edition,grade three,second semester as an example,unit teaching is designed to demonstrate the operational path of elementary mathematics unit teaching design based on the analysis of learning situation.The last chapter is the conclusion and prospect of this study.The main conclusions of this study are summarized,the shortcomings in the study are listed,and the future research directions are identified.