Research On Big Concept Teaching Design Of "Number And Operation" In Primary School

Compulsory Education Mathematics Curriculum Standards(2022)requires that the consistency of "number and operation" should be reflected in teaching,so as to help students grasp the advancement of core concepts and promote the implementation of core discipline literacy,and carry out structural integration of teaching content.However,at present,no matter the textbook arrangement or classroom teaching,the teaching of "number and operation" is lack of systematic integration,and the understanding of integer,decimal,fraction and operation teaching has not established the essential connection.Because of its advanced teaching idea,powerful integration function and education value,the big concept teaching has become a hot topic in the teaching of various subjects.This also requires teachers to sort out the knowledge content from the perspective of big concepts,form a conceptual system,and help students build a support for learning progression.Through the review of the existing literature,it is found that most scholars conduct general research on the teaching of "number and operation" from the perspective of discipline,but few studies on this topic from the perspective of big concept,and mainly stay in the construction stage of big concept.Therefore,this research aims to help students feel the consistency of "number and operation",cultivate students’ mathematical literacy,and implement the new rules of curriculum standards.Based on the mathematical education theory,cognitive structure learning theory and constructivism learning theory,the paper makes comprehensive use of literature method,interview method,case analysis method and text analysis method to explain the big concept teaching design of "number and operation" in primary schools.The present situation,problems and reasons of the large concept teaching design of "number and operation" in primary schools are investigated and analyzed.It clarified the concept,principle and basis of the teaching design of the large concept of "number and operation" in primary school,proposed the design process and method from the dimensions of objective,content,link and evaluation,and applied it to the unit of "Division Decimal" to verify the feasibility and effectiveness of the design process.Based on the case design and implementation,this paper puts forward some suggestions on the optimization of the teaching design of "number and operation" in primary school.The main points and conclusions of this study are as follows:First,on the primary school "number and operation" teaching design interpretation of the big concept.This study believes that its connotation is mainly to construct the theme concept of "number and operation" based on the generation mechanism and extraction path of the big concept,and to carry out the design of unit teaching objectives,contents,links,evaluation and other aspects around the big concept.It is characterized by science,feasibility and effectiveness.Its functions include revealing the nature of the subject and reflecting the consistency of "number and operation";Stimulate deep cognition and promote the cultivation of core literacy;Renew the teaching idea and improve the level of teachers’ teaching design.Design pattern includes unit design basis,teaching objective,teaching content,teaching process,teaching evaluation pattern.The implementation conditions need the collaborative support and guarantee of teachers,students and learning environment.Second,the analysis of the present situation of the teaching design of "number and operation" in primary schools.It is found that there are some problems in the teaching design of "number and arithmetic" in primary schools,such as poor quality of teaching objectives,lack of structure of teaching content,lack of student position in teaching links,and lack of emphasis on development in teaching evaluation.The reason lies in the fact that teachers do not keep up with the requirements of The Times and the development of the subject in terms of their understanding of the concept,the lack of scientific and rational analysis of teaching design and the use of effective methods,which are specifically manifested as the lack of effective correlation between literacy and teaching objectives,the lack of depth in the grasp of teaching content,the failure to put students in the center of the teaching process,and the neglect of the educational value of teaching evaluation.Third,the teaching design process of "number and operation" in primary schools.This study thinks that the design concept should pay attention to the cultivation of students’ core qualities,reflect the essential characteristics of mathematics and follow the law of students’ cognitive development.The design principles include the principle of literacy orientation,the principle of overall order and the principle of production.The core accomplishment of the theme of "Number and operation" points to number sense,symbol consciousness,reasoning consciousness and operation ability.Five major concepts of the theme,such as counting unit,digit,addition,equality and operation law,are preliminatively designed.For the specific unit teaching design of the subject,the teaching objective design should emphasize the conceptual understanding,pointing to the core quality of the subject and designing the expected learning outcome.In the aspect of teaching content design,knowledge should be integrated to reflect the structure of the content,based on the learning situation to find out the growth point of knowledge,focus on development to enhance the active degree of thinking;In the aspect of teaching process design,let students fully experience the four stages of preparation,construction,application and reflection;In the aspect of teaching evaluation design,it follows the integrated evaluation logic,chooses the specific evaluation type,and compasses the unit evaluation gauge table.Fourth,about the primary school "number and operation" large concept teaching design case.Taking the unit of Division of Decimals as an example,the teaching design of the big concept was carried out.On the basis of the big concept of the theme,it was further refined into the big concept of the unit,and the teaching objectives,contents,links and evaluation of the unit were designed.A one-week teaching practice was carried out in F primary School in C City.The research holds that the unit teaching design of Division of Decimals based on the big concept can help students understand the close relationship between division of decimals and division of integers,reflect the consistency of number operation,and deepen the understanding of the big concepts such as counting unit and place value system.However,the effect of big concept teaching is also affected by teachers’ teaching level,students’ existing cognition and class participation.Fifth,on the primary school "number and operation" large concept teaching design optimization suggestions.In order to make the big concept teaching design of "number and operation" in primary schools more scientific,feasible and effective,it should be improved in the following aspects,that is,to do a good job in the presetting and generation of goals,penetrate the core quality;The integration of teaching content is scientific,and the ability to transfer is cultivated.The design of teaching links is flexible and activated to promote deep learning;Construct diversified evaluation types and improve the ability of reflection.