Research On The Ladder Teaching Of Mathematics In Primary School Based On The Concept

In recent years,policy texts have continuously emphasized that core literacy is the purpose of education and teaching,and curriculum teaching centered on the big concept is one of the important ways to promote the generation of core literacy,which means that core literacy is the fundamental guiding direction of deepening basic education and reforming classroom teaching,and curriculum teaching centered on the big concept is a more integrated practical approach.It can be seen from the complexity,high level and abstract generalization of the big concept that the big concept is not born,but learned and gradually constructed,that is,starting from a small and initial concept,then developing to a larger and more general concept,and then developing to a more abstract and more general concept that can explain natural objects,phenomena and their interrelationships.Therefore,this study will expand "ladder" model,further study the construction mechanism of big concept,and strive to visualize the "ladder" process of big concept learning.This study consists of six parts,which are based on the major concept and the theory of allosteric learning.The first chapter discusses the reason for choosing the topic,defines the core concepts,expounds the relevant theoretical basis and research design,and systematically reviews the relevant research contents of the big concept and ladder teaching in the history of education to form a literature review and literature review.The second chapter starts from the current situation of the ladder teaching practice,analyzes the six parts of the ladder teaching,including the goal,content,method,process,effect and evaluation,and combs out the successful experience of the ladder teaching practice in primary school mathematics,which is to pay attention to the intrinsic motivation of students,the advancement of concepts,the hierarchy of problem groups,and the change process of students’ thinking.The outstanding problems are unclear teaching objectives,unclear teaching methods and poor teaching quality.In the process of sorting out the outstanding problems,the reasons for the practical problems in the ladder teaching of primary school mathematics were asked: first,the shackles of teachers’ teaching habits,second,teachers’ lack of understanding of the ladder teaching,and third,the high quality of the ladder teaching operation.The third chapter first discusses the essential connotation,explicit characteristics and hierarchical structure of the big concept,then analyzes the reasons for establishing the big concept perspective from the rationality,superiority and appropriateness of the big concept perspective,and finally expounds the ladder teaching of the big concept perspective from the target level,content level,activity process,guidance strategy and evaluation framework.The fourth chapter reveals the construction mechanism of the big concept.The generation mechanism of the big concept is to trace back to the source,the formation mechanism of the big concept is to see the big from the small,the acquisition mechanism of the big concept is abstract generalization,and the improvement mechanism of the big concept is to call reflection.The fifth chapter puts forward the design framework of ladder teaching of primary school mathematics guided by big concept from five aspects: the hierarchical structure of teaching objectives,the hierarchical structure of teaching content,the hierarchical structure of problem situations,the hierarchical structure of activity processes,and the hierarchical structure of thinking activities.The sixth chapter puts forward the implementation strategy of the large concept-oriented ladder teaching of primary school mathematics,including determining the teaching objectives according to the level of development,creating problem situations according to the level of concept,and optimizing the sequence of activities according to the level of thinking.This study has certain innovation in theory and practice.While studying the construction mechanism of the big concept,it also discusses the design and implementation strategy of the ladder teaching of primary school mathematics guided by the big concept,providing some inspiration and reference for the teaching work of front-line teachers.