Research On Teaching Design Of Primary School Mathematics "Graphics And Geometry" Based On Thinking Visualization

Einstein once said,"If a person forgets everything he learns in school,what remains is education",and what students forget is only the branches and leaves of the knowledge system,and what is left is the root of the knowledge system,which is the knowledge that generates knowledge,that is,thinking.The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)also indicates that,in order to make students have the ability to think about the real world with mathematical thinking,teachers should give students sufficient time and space to accumulate experience in mathematical activities and experience the occurrence and development of knowledge in the process of classroom teaching.Subsequently,the teaching goal has also developed from the previous "double base" and "three-dimensional" to today’s "four base and four abilities" and "core literacy",which will inescapably contributes to the reform and innovation of education and teaching mode.However,the reality is that many teachers still get used to the traditional teaching methods,that is,much importance is attached to the cultivation of students’ knowledge and skills,and the development of students’ thinking is overlooked,which keeps students from getting to the essence of knowledge,and make them lack of the ability to be flexible and adaptable and to draw inference from others.It not only contradicts the educational policy of our country,and also does not conform with the requirements of social development for the quality of talents.To alleviate this situation,this study tries to establish a connection between thinking visualization and primary school mathematics,and probe into how to apply it in the "graphics and geometry"instructional design,so that students’ original implicit thinking and the logic hidden behind knowledge can be seen,and at the same time help teachers better and more scientifically diagnose and cultivate students’ thinking.To be more specific,this study consists of a total of seven parts,the main contents of which are as follows:Part one is an introduction.Firstly,the author raises the research problems from three aspects:the new demands of curriculum reformation on developing students’ thinking capacity,the important position of "graphics and geometry" in primary school mathematics teaching,and the status quo of "graphics and geometry" teaching in primary schools that needs to be improved.Then,through the literature review,the overview of this research field is understood,and the focus of this research is gradually clarified.Third,through the definition of concepts,the meaning of the core concepts of this study is clarified.At last,the theoretical basis,the significance and aim of the study,as well as the ideas and methods of the research are elaborated.The second part mainly expounds the connection between thinking visualization and the teaching of "graphics and geometry" in primary mathematics,that is,why thinking visualization should be applied to the "graphics and geometry" instructional design in primary mathematics,and it consists of two parts.First,it elaborates the necessity of applying thinking visualization to the "graphics and geometry" instructional design in primary mathematics,that is,thinking visualization can enhance student’s sense of space,contributes to their development of geometric intuitive ability,and develop their reasoning awareness by making the static graphic dynamic,let students understand problems more clearly and methodize the complex problems.Secondly,based on the features of knowledge learning in the field of "graphics and geometry" and students’cognitive development,the possibility of applying thinking visualization to the "graphics and geometry" instructional design in primary mathematics is analyzed.The third part explains the "graphics and geometry" instructional design in primary mathematics based on thinking visualization,and answers the question of "what",that is,in order to pave the way for the next part of "how to do it",after elaborating the connotation of "graphics and geometry" instructional design of primary mathematics based on thinking visualization,it is explained that the application of thinking visualization to the teaching design of primary mathematics "graphics and geometry"needs to follow the principle of problem-orientation,applicableness,visualization and student subjectivity,and it is also indicated the demands for teaching design from the perspective of teaching goal formulation,teaching content processing,teaching activity selection and teaching evaluation implementation,and at last,it is explained its characteristics.The fourth part builds on the third part.Based on the T · J · Ragan&P·L·Smith’s teaching design model and Van Hill’s geometry teaching stage theory,this part tries to explore the basic procedure of primary mathematics "graphics and geometry"instructional design based on thinking visualization:teaching preparation:system design,focus on thinking;Teaching implementation:step by step,develop thinking;and pedagogical evaluation:promoting construction and evaluative thinking,to provide a basis for the next step of case design.The sixth part is the implementation part of this study.In this study,the contents of the upper volume of the third grade were selected and implemented by front-line teachers,and the classroom observation conducted by the author and the interviews with the teachers after the lecture were combined to prove the feasibility and effectiveness of applying thinking visualization to the teaching design of "graphics and geometry" in mathematics in primary schools.At the same time,according to the actual classroom teaching effect,this research is reflected on and relevant suggestions are put forward.The seventh part is the concluding part of this study,which mainly clarifies the shortcomings of this study,the limitations of this study,and the author’s expectations for future research.