Teaching Design On Low-grade Mathematics Comprehensive And Practice Courses In Primary Schools Pointing To Higher-order Thinking

In this age of technological advancement,talents with "higher-order thinking" are often more favored.In order to meet the requirements of the development of The Times,"higher-order thinking" has become an important task and goal of primary school mathematics education in the new era."Comprehensive and Practice" as one of the four key plates of the Compulsory Education Mathematics Curriculum Standards(2022 edition)",is an important area of primary school mathematics learning.Comprehensive and Practice" focuses on solving real problems,interdisciplinary theme activities is given priority to,strive to cultivate students innovation consciousness,the ability to solve practical problems,promotes the growth of pupils’ core reading skills,and has an inherent advantage in nurturing higher-order thinking.At present,there are many studies on high-order thinking and the synthesis and practice of primary school mathematics at home and abroad,but through retrieval,it can be found that most of the literature combined with primary school mathematics is still in the theoretical stage,and there are very few studies on the synthesis and practise with elementary school math.As a result,how to better take in the advanced achievements at home and abroad,and cultivate higher-order thinking in combination with the comprehensive and practical fields of mathematics for many primary school students,needs to be further explored and practiced.Based on this,this study,which primarily employs the methods of interviewing and literature review,is as follows: The "high-order thinking" and "primary school mathematics synthesis and practise" were used to do the categorization and clarify the important elements after studying a significant quantity of the material accessible,and the concept and connotation of "primary school mathematics higher-order thinking" and "primary school low section mathematics synthesis and practice" are defined,higher-order thinking is defined as the cognitive processes and mental activities that can be recombined with the help of existing knowledge,experience and new knowledge when solving poorly constructed problems or complex tasks,and occur at a higher cognitive level.It is embodied in abstract thinking,reasoning thinking,critical thinking and creative thinking.And explore the meeting point of primary school mathematics thinking and the synthesis and practical content of the first section of primary school mathematics,to offer a theoretical framework for developing a higher-order thinking-focused teaching technique for arithmetic in elementary schools.Secondly,the paper adopts constructivism theory and embodied cognition theory as the main theoretical basis.In the fourth part,the questionnaire survey method and interview method are used to investigate the understanding of primary school mathematics teachers in H school on the synthesis and practice of primary school mathematics,the understanding of higher-order thinking,and the teaching status of primary school mathematics synthesis and practice pointing to higher-order thinking.It is found that the main problems are: the understanding of higher-order thinking and synthesis and practice is not deep enough,the "coarse" of teaching design leads to the lack of generative power of higher-order thinking,the difficulties of practical teaching reflect the lack of coping strategies,and the lack of effective evaluation of teaching activities.According to the survey results and the problems presented,this paper gives the teaching strategies for the low-level comprehensive and practical courses of primary school mathematics pointing to higher-order thinking in the fifth part: comprehend the connotation of higher-order thinking and set teaching goals skillfully;benchmark the requirements of higher-order thinking,refine the implementation theme;aim at the characteristics of higher-order thinking,refine the teaching mode;monitor the development of higher-order thinking,and refine the evaluation method.Under the support of constructivism theory and embodied cognition theory,this paper constructs a teaching design framework based on teaching strategies,which includes teaching process and higher-order thinking.In the teaching design framework,the teaching process is manifested as "creating a situation,clarifying tasks;trying to explore,critically understanding;solving problems,initially constructing;reviewing and summarizing,and reasonably evaluating",and higher-order thinking is manifested as "thinking with high investment,high challenge,and high development",and the two support and promote each other.In the sixth part,based on the teaching design framework,this paper conducts practical operation of teaching design from the perspectives of four types of situation observation,game exploration,action operation,and task investigation,and proposes that teaching design should also consider four points: "scene creation,training expression,sorting steps,and evaluation reflection".In the seventh part,the author reflects and summarizes the research content of this paper.