A Study On The Overall Teaching Design Of Elementary School Mathematics Units

In recent years,more and more researchers and front-line teachers have started to pay attention to and participate in the overall unit instructional design,and the overall unit instructional design has become a popular topic.Teaching design based on lesson time is not conducive to reflecting the internal logic between knowledge and the structure of course content.Conducting holistic unit instructional design helps teachers to deeply integrate unit content with a holistic perspective,promote the development of teachers’ professional competence,and achieve changes in teaching concepts and pedagogy.To this end,this study was conducted to study the overall teaching design of elementary school mathematics units,taking "multiplying and dividing decimals" as an example.Firstly,we review and organize a large amount of relevant literature to elaborate the current situation of domestic and foreign research on the overall teaching design of elementary school mathematics units,summarize the existing research results,discover the shortcomings,and lay the foundation for the next study.To clarify the research ideas and research methods,define the relevant concepts,and clarify the theoretical basis of the study and the principles of holistic teaching design for primary school mathematics units.Secondly,with the opportunity of internship,we prepared an interview outline,interviewed teachers in the internship school,and combined with relevant literature to understand the current situation of overall teaching design of elementary school mathematics units,and found the problems of overall teaching design of elementary school mathematics units,the main problems are: insufficient awareness,weak design ability,and lack of practice.On this basis,the reasons behind the problems were analyzed and the main reasons were: teachers’ lack of ability to use teaching materials creatively,teachers’ stressful teaching tasks and limited energy,and lack of relevant training for teachers in schools.Again,rational thinking is given to carry out the overall instructional design of the decimal multiplication and division unit.The necessity and feasibility of the overall teaching design of the decimal multiplication and division unit are analyzed,and the idea of the overall teaching design of the decimal multiplication and division unit is clarified.A textual analysis of the curriculum standards and textbook content of the decimal multiplication and division section is conducted to clarify the requirements of the standards,understand the content and arrangement of the textbook,and explore the steps of the overall instructional design of the decimal multiplication and division unit.The specific teaching design steps are: analyzing the elements of the decimal multiplication and division unit,reorganizing the content of the decimal multiplication and division unit materials,formulating the objectives of the decimal multiplication and division unit,clarifying the teaching process of the decimal multiplication and division unit,and designing the evaluation of the decimal multiplication and division unit.On the basis of this,examples of instructional design for unit-initiation and review lessons on multiplication and division of decimals are given.Finally,combining the above studies related to the overall teaching design of the unit on multiplication and division of decimals,suggestions are made about the overall teaching design of the unit in elementary school mathematics,i.e.,enhancing teachers’ professionalism,increasing school support,and implementing teaching evaluation and reflection.