Research On The Ethics Of Teaching Design For Primary School Mathematics Teachers

Ethics as a norm requires that teaching must conform to certain ethical norms.Ethics as an important element of teaching cannot be separated from ethical care,and the basic spirit of ethics is that every type of person should be cared for,so that everyone can grow up healthy,discover and experience happiness in life to the full.The combination of ethics and instructional design not only contributes to the professional development of teachers,but also plays an irreplaceable role in the formation and perfection of students’ personalities.In the context of the existence of mathematical anxiety at the primary level,developing students’ core literacy requires primary school mathematics teachers to consider the ethics of instructional design.This study taps into the ethical elements of primary school mathematics instructional design to ensure that teaching and learning activities are ethically present.By regulating the teaching design behaviour of primary school mathematics teachers,it guides teachers to behave ethically,respect the individual attributes of students,pay attention to students’ individual generation and achieve the common development of teachers and students.The study focuses on two paths: theoretical and practical.At the theoretical level,the literature on pedagogical ethics and pedagogical design is reviewed to clarify the meaning of pedagogical design ethics in primary school mathematics and to explore the elements of pedagogical design ethics in primary school mathematics,which is used as a reference basis to collate and analyse the pedagogical designs of primary school mathematics teachers.At the practical level,primary school mathematics teachers’ instructional design texts were examined by means of physical analysis.The subjects of the study were selected from Grades1-6 and included three domains: number and algebra,geometry and graphics,and statistics and probability.In addition,interviews and behavioural observations were used to gain insight into teachers’ perceptions of instructional design and their teaching philosophies,to understand the actual situation in frontline teachers’ teaching and to appreciate teachers’ intentions in instructional design,and to comprehensively analyse the reasons for the emergence of ethical problems in instructional design among primary school mathematics teachers.Through the analysis of 15 teaching design texts by six teachers,the ethical problems of front-line primary school mathematics teachers were explored.In the process of text analysis,primary and secondary school mathematics teachers also had ethical problems in different aspects of teaching design,specifically: thin analysis of teaching materials,ignoring students’ cognitive rules;single analysis of learning conditions,ignoring students’ actual needs;patterned design of objectives,ignoring students’ individual differences;contextual design The teaching content relies on the teaching materials,making it difficult to realise emotional interaction;the teaching methods emphasise lecturing rather than inquiry,limiting students’ freedom of learning;and reflecting on the one-sided teaching effect,neglecting students’ overall development.Through interviews and observations,it was found that the problems emerged among teachers stemmed from a number of areas.Based on this,the following suggestions are made for primary school mathematics teachers’ instructional design: update the concept of education to provide internal motivation for primary school mathematics teachers to practise the ethics of instructional design;accelerate the construction of conditions to provide intellectual support for primary school mathematics teachers to practise the ethics of instructional design;improve the professional environment to provide psychological support for primary school mathematics teachers to practise the ethics of instructional design.