Research On Practical Strategies Of Teaching Design For Primary School Mathematics Large Unit Sunder The Background Of The New Curriculum Standards

Primary school mathematics teaching is an important disciplinary approach for educating students on core competencies.In the new era,in the context of "double reduction",scientifically designing mathematics teaching is a very necessary task.The teaching design of decimal units centered on core literacy has important practical significance in deepening the core concept of decimal units,improving the teaching quality of decimal units,and improving the teaching quality of decimal units.On the theoretical and practical levels,this paper demonstrates the necessity,importance and operability of the large unit teaching design of primary school mathematics,so as to provide action guidance for teachers on how to implement the large unit teaching design in systems theory and cultivate students’ mathematical core literacy;The proposal of large-scale unit teaching design provides a new perspective for the research of mathematics education.This paper mainly uses various research methods such as interview research,questionnaire method,and classroom observation method to explore the new teaching design model.At the initial stage of the research,we can study the curriculum standards and make a comparative analysis of the teaching materials,understand the nature of the curriculum,basic concepts,design ideas,general goals,stage goals and evaluation implementation suggestions,and finally build a knowledge network and layout for the whole stage of primary school mathematics teaching materials,understand the nature of each mathematical knowledge content,and the tacit knowledge behind each knowledge point.On the basis of discussing the connotation of large unit teaching design,the overall relevance and gradual characteristics of large unit teaching design were summarized.Afterwards,an analysis was conducted on the necessity and systematic integration of implementing large unit teaching design in primary school,as well as the three principles of combining student subject and subject literacy with core literacy.The three-stage operation process and specific steps of "overall analysis development design evaluation reflection and modification" for large unit teaching design were finally obtained,and explained based on specific cases.Based on the current situation and existing problems of teachers in the teaching design of primary school mathematics large units learned from teacher interviews,this paper analyzes the reasons from multiple aspects and proposes suggestions and strategies on how to improve teachers’ ability in teaching design of primary school mathematics large units under the background of the new curriculum standards.