Research On Problem-driven Teaching Design Of Mathematics In Primary Schools

Problem is the heart of mathematics teaching,and problem driven is a kind of teaching method that guides students to participate actively,explore actively and try to solve problems in the activity task.Problem driven teaching will help to cultivate students’ core literacy and improve the quality of primary school mathematics classroom teaching.On the basis of combing and analyzing the relevant domestic and foreign literature on problem-driven,the paper analyzes the basic elements,characteristics,principles and operating procedures of problem-driven elementary school mathematics design,and analyzes the problem-driven elementary school mathematics teaching design.It mainly includes relevant analysis of teaching design and teaching case design analysis,and selects typical courses such as concept courses,calculation courses,practice courses and comprehensive practice courses for case design and teaching practice.After teaching practice,the teaching effect is evaluated through questionnaires,test paper testing,and case analysis.Through the research,we find that the problem driven teaching has the following four advantages:(1)the problem driven teaching expands the space-time of the calculation class,and accumulates the experience of learning activities;(2)the problem driven teaching cultivates the students’ ability of autonomous learning and stimulates the enthusiasm of active learning;(3)the problem driven teaching promotes the transformation of teachers’ teaching design and constructs students as the main body(4)problem driven teaching promotes teachers to reflect on teaching activities and promote their professional growth.At the same time,there are also some problems in teaching practice: the use of scenarios in the teaching design of calculation course is not accurate;the essence of the core problem of concept class is not grasped;the design of classroom evaluation practice level is different;the quality of classroom mathematical thinking is not enough;the evaluation of comprehensive and practical activities is relatively single.The reason is that teachers’ problem driven design of different teaching contents,such as concept class,calculation class,review class,comprehensive and practical class,is not accurate,which leads to the lack of effective activity tasks under the core problems to guide students’ deep learning in the process of teaching activities.In order to overcome the problems existing in the problem-based primary school teaching design and improve the teaching quality,we can focus on the following five aspects:(1)computational teaching needs scenario creation and reasonable use;(2)the essence of concept needs in-depth analysis to refine the core problems;(3)classroom activity design needs to be layered and reasonably arranged tasks;(4)classroom needs to pay attention to communication and collision to improve thinking quality(5)teaching needs to be diversified to promote incentive feedback.Problem-driven teaching opens up new ideas for the current elementary school mathematics classroom,enriches teaching methods,and provides a model for other classroom teaching practices.