Research On The Construction And Practice Of The Primary School "Tower Of Hanoi" Teaching Mode For The Development Of Recursive Thinking

The educational paradigm change in the post-epidemic era and the indepth integration of information technology and education have profoundly affected the educational pattern and the goals of talent training.The development of new teaching paradigms and teaching methods is in sharp contrast with the traditional teaching mode.Under the condition of multi-disciplinary integration,the students’ interdisciplinary ability,innovation and creativity ability will be cultivated,and the students will be able to master the knowledge and skills needed for survival and success in the 21 st century.This research is based on mathematical theory,deep learning theory and learning by doing theory,combined with the interdisciplinary characteristics of STEM education.The study constructed the Tower of Hanoi 6EX teaching mode for the development of recursive thinking for the upper grades of elementary school students,and carried out the teaching practice of the Tower of Hanoi in the fifth grade.In order to verify the role of 6EX teaching mode in promoting students’ mathematics performance,recursive thinking,higher-order thinking ability,mathematics motivation and interest development,the study adopted quasi-experimental research method,questionnaire survey method and classroom observation method to compare the fifth grade of LY Primary School 109 students carried out a two-week teaching experiment.The research adopts the experimental method of before and after test,selecting 53 students in the experimental class and 56 students in the control class to control the teaching process of the Tower of Hanoi under different teaching modes.The experimental class accepts the Tower of Hanoi teaching in the 6EX mode,and the control class accepts the Tower of Hanoi teaching in the lecture mode.In order to test the changes in mathematics performance,recursive thinking,higher-order thinking ability,mathematics motivation and interest of students after studying at the Tower of Hanoi,the research compiled the pre and post test papers,python test questions,high-order thinking ability questionnaires,and mathematical motivation and interest questionnaires for the Tower of Hanoi study.Through descriptive statistics,independent-sample t-test and paired-sample t-test,comprehensive analysis of the data of the students’ two Tower of Hanoi test scores,it also analyzes the questionnaires of students’ mathematics motivation and interest,and the experimental class students’ high-order thinking ability.Concluded as follow:1.Under the circumstance that there is no significant difference in the pre-test scores of the students at the Tower of Hanoi,all students have improved their performance after studying at the Tower of Hanoi.However,the performance of the students in the experimental class is better than that of the control class,and there is a significant difference in the mean of the two classes.2.Under the circumstance that there is no significant difference in the development of students’ recursive thinking,all students’ recursive thinking has been developed after studying at the Tower of Hanoi.However,the students in the experimental class have a better development level of recursive thinking,and there is a significant difference in the development level of the recursive thinking of the students in the two classes.3.The average completion rate of the python test questions of the experimental class students is 60%,and the completion rate of one-third of the students is as high as85%.The performance in the high-level thinking ability questionnaire is good,showing better high-level thinking ability.4.After studying at the Tower of Hanoi,the students performed well in mathematics motivation and interest.In terms of mathematics learning can improve specific problem-solving skills and develop logical thinking,the performance of the experimental class students was significantly better than the control class.In order to clarify the classroom teaching organization form under the two teaching modes,and provide classroom teaching reference for interdisciplinary teaching,This research uses the improved Flanders i FIAS classroom interaction analysis system developed by Professor Fang Haiguang to quantitatively analyze the real classrooms under the two teaching modes.It shows different forms of classroom teaching organization from five dimensions: teacher language,classroom technology,classroom questioning,student initiative,and overall data analysis: Classes under the 6EX mode are "active extension" types,that is,innovative classrooms or open classrooms.In the teaching mode,the classroom is "question-guided" type,that is,lecture-based classroom.Limited by time and energy,the construction and practical research of the elementary school "Tower of Hanoi" teaching model for the development of recursive thinking needs to be further deepened.In the future,the author will expand the scope of research,increase the sample size,carry out multiple rounds of quasi-experiments in the Tower of Hanoi teaching,and enrich the experimental data.Increase the teaching time of the Tower of Hanoi and offer relevant interest courses to further verify the rationality of the 6EX teaching model.Expand the content of related courses and give play to the educational value of educational devices.Pay attention to the integration of interdisciplinary knowledge and cultivate students’ comprehensive thinking ability.