Application Research Of Reverse Teaching Design In The Field Of "Numbers And Algebra" In Primary School Mathematic

A significant change in the "Compulsory Education Mathematics Curriculum Standards(2022 Edition)" is the proposal of a mathematics curriculum objective system based on core literacy,providing "academic requirements" and "teaching tips",detailing assessment and examination proposition suggestions,and emphasizing the consistency of teaching,learning,and evaluation.The new curriculum standards promote the innovation of teaching design.The "Numbers and Algebra" domain occupies an important position in primary school mathematics teaching.As the cornerstone of the mathematical knowledge system,the academic requirements require students to have a deep understanding of mathematical knowledge.However,traditional teaching designs have not yet achieved ideal results.Renowned American curriculum and teaching experts Grant Wiggins and Jay Mc Tighe proposed the backward teaching design,which is a teaching design model that starts with the end in mind and prioritizes evaluation.This model focuses on students’ true understanding of knowledge and systematically plans teaching through three stages: Stage 1,determining the expected outcomes;Stage2,determining appropriate assessment evidence;Stage 3,designing learning experiences and instruction.In the "Numbers and Algebra" domain of primary school mathematics,the application of backward teaching design helps optimize teaching quality,meet the requirements of the curriculum standards,promote education and teaching reform,and improve students’ learning outcomes.In the context of few related papers on the application of backward teaching design in primary school mathematics classrooms,this study reviewed the Chinese and foreign literature on backward teaching design,systematically sorted out the basic concepts and operation steps of backward teaching design;summarized the advantages of backward teaching design,and analyzed its compatibility in the "Numbers and Algebra" domain of primary school mathematics.Then,taking the People’s Education Edition primary school mathematics textbook as the carrier,the "Understanding Multiples" unit was selected for backward teaching design.Finally,to test the effectiveness of this model,a one-month controlled teaching experiment was conducted in two mathematically equivalent third-grade classes in a primary school in Rongchang District,Chongqing.After the teaching practice,the performance tasks of the experimental class students were analyzed,and the two classes of students were compared through unit tests,questionnaires,and interviews with teachers who attended the evaluation classes.The data analysis and teacher interview results showed that the application of backward teaching design in the experimental class achieved better teaching results.Compared with the control class,the experimental class students showed significant improvement in mathematical core literacy and knowledge understanding.Therefore,this study draws the following conclusions: First,applying the backward teaching design in the "Numbers and Algebra" domain of primary school mathematics helps achieve the consistency of teaching and evaluation;second,backward teaching design helps cultivate students’ core literacy;third,backward teaching design helps promote students’ genuine understanding;finally,backward teaching design has been recognized by frontline primary school teachers and is worthy of promotion.This study provides a new design idea for the teaching of the "Numbers and Algebra" domain in primary school mathematics and provides useful references for related field research.