Research On The Design Of Primary School Mathematics Teaching From The Perspective Of Pierce's Semiotics

Instructional design is a discipline with methodological significance and an important branch of educational technology.For the fast updating speed of knowledge and the large amount of information of today's information society,while the education field is moving from acquiring knowledge to tools,it also pursues the development of aesthetic education at the same time.Although we cannot deny the essentiality of basic knowledge,when we confront the demand for comprehensive development of education and people's pursuit of education,the development of logical thinking and aesthetic education is still the indispensable part of education.Therefore,we must accelerate the pace of teaching reform,improve the efficiency of teaching classroom and the capacity of instructional design which is the most essential in order to balance the mutual sides.This paper mainly explores the design of primary school mathematics teaching in the perspective of Pierce semiotics.Based on the theory of Pierce semiotics,the training objectives and the nature of the disciplines of primary school mathematics,as well as the characteristics of instructional design,this paper analyzes the correlation between the teaching design of primary mathematics and Pierce semiotics,provides basis for next research;summarizes the problems existing in the current mathematics teaching design of primary school basing on the works of primary mathematics teaching design;combined with specific cases,comprehensively analyzes the improvement of mathematics teaching design in primary school under the perspective of Pierce semiotics.From the perspective of Pierce's semiotics,this paper explores the semiotic relation of mathematics teaching design in primary school,and the ternary relationship theory and symbolic trichotomy of Pierce's semiotics from the aspects of teaching objectives,subject characteristics and content of teaching design,especially the perspective of speech relationship.Based on the correlation between the two and the collected works of primary school mathematics teaching design,the author analyzes the current unreasonable training objectives in primary school mathematics teaching design;the narrow of meaning extension space of symbols;the lack of innovative thinking design,etc.In order to help the primary mathematics teacher improve the cognitive design level of teaching,promote the improvement of students' mathematical logic thinking and aesthetic ability,lay a deeper research foundation for the development of primary school teaching design,and provide scholars references to help them study primary school mathematics teaching design in a new perspective,this paper,basing on the perspective of Pierce semiotics,combining with the specific cases of primary school mathematics teaching design and setting the promotion of students' informed intentions as the starting point,proposes suggestions for improvement in the design of the four stages of informed intentions in primary school mathematics teaching design.On this basis,the author will continually explore the practical value of primary mathematics teaching design in the perspective of Pierce semiotics.