| The reform of basic education is entering a new era of key competencies,and "key competencies" has become a hot topic in the educational circles in the 21st century.We have entered the era of key competencies which creates the necessity for a new target system to redefine learning content and learning methods.In order to improve the limitations of fragmented class-hour teaching,the educators have devoted themselves to the research of unit teaching.The traditional curriculum goal corresponds to class-hour teaching,whereas key competencies advocate unit teaching.The orderly implementation of unit teaching relies on its design.The design of unit teaching is a structured design method with the core content as the center and the key issues of the unit as the focus,and has become a new form of true implementation of the mathematical key competencies.In order to help mathematics teachers of primary school deeply understand the concept of key competencies and better cultivate students’ literacy,this research uses literature research,questionnaire and interview methods to find problems and get experience from teaching research and practice,and proposes improvement strategies of the unit teaching design of primary school mathematics.The thesis is mainly composed of six parts.The first part is the introduction,which summarizes the current research at home and abroad,grasps the research trend of the design of the unit teaching and the research significance of mathematics key competencies,and determines the basic framework and ideas for this research through the literature review.The second part is about the theoretical overview.It defines the concepts of mathematics key competencies and the design of unit teaching,and provides theoretical support for the proposal of design strategies.The third part is the current situation investigation,which is a questionnaire survey of mathematics teachers in five primary schools in Linyi City.Some teachers were selected for interviews in the way of stratified sampling,and the survey results showed that there are some problems : first of all,when designing the unit teaching,mathematics teachers of primary school did not consider the key competencies sufficiently in unit objectives;secondly,the contents were fragmented;thirdly,the process lacked in-depth exploration;fourthly,they did not evaluate the unit from multiple dimensions.The fourth part is the analysis of the reasons,which analyzes the existing problems from the perspective of mathematics key competencies and give fours reasons: firstly,teachers do not accurately grasp the concept of key competencies;secondly,they are not proficient in the methods of optimization and reorganization;thirdly,there are contradictions between teaching tasks and in-depth exploration activities;fourthly,the school lacks incentive mechanism in unit evaluation.The fifth part is about strategic suggestion,which proposes teaching from four aspects: promoting teachers’ accurate grasp of the concept of key competencies,using a series of methods for content optimization and integration,solving the contradiction between teaching tasks and in-depth exploration activities,and jointly building a multi-evaluation system.The sixth part is the research conclusion,reflecting on the problems of this research,such as insufficient theory,insufficient method application,insufficient selection of research objects,and incomplete strategies,which also points out the advanced direction for future research.At present,there are not many researches on the design strategy of unit teaching in primary school mathematics from the perspective of mathematical key competencies,but the need for the cultivation of key competencies is extremely urgent.Therefore,it is necessary to study the unit teaching of primary mathematics from the perspective of mathematics key competencies.It is expected that teachers can better implement the key competencies of mathematics in the design of unit teaching. |
