Teaching Designand Experimental Research Of "Synthesis And Practice" In Primary School Mathematics Based On Project-Based Learning

The newly released curriculum standards in 2022 provide clear teaching suggestions for the "comprehensive and practical" teaching of primary school mathematics,which can be taught through thematic activities and project-based learning.Among them,project-based learning plays an indispensable role in highlighting students’ status and promoting their ability improvement.Therefore,combining project-based learning with the "comprehensive and practical" teaching of primary school mathematics is worth further exploration.Based on theories such as constructivism and progressivism,this study deeply explores how to design "synthesis and practice" of elementary school mathematics using project based learning.Based on a literature review of domestic and foreign literature on project based learning and primary school mathematics "synthesis and practice",the concepts of project based learning and primary school mathematics "synthesis and practice" are summarized.With the help of questionnaires and interviews,this study investigates how teachers conduct teaching design when preparing for the "synthesis and practice" teaching of primary school mathematics.Based on the survey results,it is analyzed that teachers have outdated teaching methods,inappropriate positioning of teaching objectives,and a lack of innovation in teaching content when conducting the "synthesis and practice" teaching design of primary school mathematics There are five problems: students’ subjectivity is not fully developed and teaching evaluation is not reasonable enough.In response to the problems existing in the "Synthesis and Practice" teaching design,new teaching models are needed to improve the "Synthesis and Practice" teaching.As a new teaching model,project based learning is sufficiently inclusive and can be combined with "Synthesis and Practice".Using project based learning to guide the design of "synthesis and practice" teaching in primary school mathematics requires the principles of authenticity,challenge,and ability measurement as prerequisites,and follows the design process of project based learning,namely,determining the theme of the activity,establishing a learning group,formulating a project plan,conducting activity exploration,displaying activity results,and conducting activity evaluation.Taking "How Big is One Hundred Million" as an example,the first volume of mathematics in the fourth grade of primary school published by the People’s Education Press,the project based learning instructional design and traditional instructional design were respectively produced.In order to verify the teaching effects of the two instructional designs,two classes in the fourth grade of Y primary school in C City,Inner Mongolia,were used as experimental objects for the experiment.The experimental class adopted the project based learning teaching model,while the control class adopted traditional teaching,Through analyzing students’ post test results and interviews with teachers and students after class,it is concluded that applying project based learning to "synthesis and practice" in primary school mathematics can improve students’ comprehensive mathematical abilities.Finally,it summarizes the achievements and shortcomings of this study,and puts forward some suggestions.It is hoped that project based learning can be better integrated with "synthesis and practice" in the future.