Design And Application Of Project-based Teaching Activities For The Development Of Higher-order Thinking Skills In Lower Elementary Mathematics

With the rapid development of science and technology in the 21 st century,the international situation has changed,and education must also change.Information technology has replaced low-order thinking such as memory,requiring talents to enter deep learning and develop high-order thinking.This paper reviews the current state of research at home and abroad through the literature,and summarizes the advantages and disadvantages of project-based teaching and the lack of high-order thinking ability of Chinese students.In view of the above problems,two classes of students in the lower classes（second grades）of an elementary school in the urban area of Hanzhong City were selected as the objects of research.Under the guidance of constructivism theory,project-based teaching was used.Based on the analysis of this paper,the purpose,content,learning methods and project-based learning activities of the mathematics curriculum in the lower grade of elementary school are integrated and reconstructed,and a hierarchical project-based mathematics activity suitable for the lower grade of elementary school is designed.The main contents of this study are as follows:1.The research status,problems and feasibility analysis of project-based teaching activities for cultivating higher-order mathematical thinking in lower elementary school.2.A step-by-step design of project-based activities for cultivating higher-order mathematical thinking in lower elementary school.3..action research and effects analysis of project-based learning in first and second grade mathematics.4.strategies for effective implementation of project-based teaching to promote the cultivation of higher-order mathematical thinking in the lower grades of elementary school.This research uses questionnaire survey method and action research method to conduct two rounds of project-based teaching activities of practical research,analyzes the application effect of project-based learning activities for the cultivation of lowerlevel mathematics and higher-order thinking in elementary school,and verifies the research hypothesis.Through the analysis,the following conclusions are drawn: after the introduction of project-based teaching in mathematics education in lower elementary school classes,the knowledge construction methods and students’ learning methods have undergone significant changes.Using the experimental research and analysis method,through paper-and-pencil evaluation of the basic knowledge and skills of the students in the two classes,it was found that the learning performance of the experimental class was significantly higher than that of the control class;a higherorder thinking evaluation index system was compiled and a questionnaire was made.Then,teacher and student questionnaires were prepared,and through the analysis of the data results,it was found that the indicators of students’ higher-order thinking are increasing in the process of implementing each project activity.Therefore,through step-by-step project-based learning,the speed of development of both low-order thinking and higher-order thinking exceeds that of traditional teaching.The traditional mathematics classroom features the teacher-student question-and-answer teaching mode,and the project-based teaching activity features a mixed teaching mode.Maximize improvement.