| The "Mathematics Curriculum Standards for Compulsory Education(2022Edition)" clearly states that attention should be paid to unit teaching design,promoting unit teaching design,reflecting the inherent logical relationship between mathematical knowledge,and reflecting the connection between primary school mathematics learning content and core competencies.Mathematics is an important foundation of natural science and plays an irreplaceable role in the development of human rational thinking,the cultivation of scientific spirit,and the development of intelligence.The learning of mathematics in primary school is the foundation of students’ growth,so strengthening the research on the design of elementary school mathematics unit teaching is an inevitable requirement of current educational curriculum reform.Unit teaching design is an effective way to promote the implementation of the core quality of the discipline.However,the current unit teaching design of primary mathematics ignores the interpretation of curriculum standards,fragmentation of class teaching,and disconnection of "teaching learning evaluation".Given that the reverse instructional design theory proposed by American curriculum experts Wiggins and Mc Teague is expected to break through the current dilemma of unit instructional design,this study will use the reverse instructional design theory as the theoretical foundation,attempting to explore the design model of elementary school mathematics unit instructional design from this theoretical perspective,in order to provide practical and feasible instructional design references for frontline teachers and improve teaching effectiveness.This study adopts the approach of ’what,why,how to use,and how’.Through literature research,it has been found that there have been many studies on reverse instructional design and unit instructional design.In recent years,research on this topic has become more abundant,and many scholars have recognized the value of reverse instructional design in the field of mathematics.However,there is still a lack of research on reverse instructional design in primary school mathematics.In this practical context,the value of this study has been fully affirmed.In the first part of this article,the connotation of reverse instructional design and elementary school mathematics unit instructional design is summarized,the mode of reverse instructional design is introduced,and the value of reverse instructional design in elementary school mathematics unit instructional design is clarified.The second part of the paper explores the applicability of reverse instructional design in the design of elementary school mathematics unit teaching based on theoretical research.Based on the analysis of the existing framework of elementary school mathematics unit teaching design,it provides relevant strategies for the application of reverse instructional design in elementary school mathematics unit teaching design.Then,the framework for reverse instructional design in elementary school mathematics unit teaching is constructed,mainly based on the overall analysis of the unit Conduct teaching design based on the design ideas of unit objectives,unit evaluation,unit activities,and unit lesson schedule.The above two parts are addressing the issues of"what"and"why".The third part of the paper focuses on the issue of "how to use".Based on the framework of reverse design for elementary school mathematics unit teaching constructed in the previous text,the teaching design is carried out for the "possibility" unit of Unit 8 in the fourth grade first volume of the Beijing Normal University version of elementary school mathematics,to provide a detailed introduction to the specific operation process of reverse design for elementary school mathematics unit teaching.In specific teaching design,the main focus is on the design of goals,evaluations,and activities: emphasizing the output of students as the goal,the source of goals is based on the analysis of curriculum standards,textbooks,and learning situations.The goal design focuses on the major concepts of the subject,analyzes the main problems,and pursues students’ understanding,transfer,knowledge,and skills;Evaluation design is aimed at evaluating the achievement of goals,including performance evaluation and other evaluation methods.GRASPS is used to construct performance tasks,and the design of evaluation scales is emphasized;Activity design is based on unit learning objectives and evaluations,with a goal oriented approach to designing activities.Activity design relies on WHERETO elements and emphasizes the purpose,attractiveness,and effectiveness of the activities.In order to test the reverse design of elementary school mathematics unit teaching,the teaching design of the "possibility" unit was practiced in actual classroom teaching in the fourth part.Practice has shown that the reverse design of elementary school mathematics unit teaching has operability and effectiveness.At the same time,by reflecting on the operational process of the teaching design framework through practice,we aim to continuously improve the design of reverse teaching design theory in elementary school mathematics unit teaching.At the end of this study,the achievements,shortcomings,and expectations for future research were summarized and prospected,in order to provide relevant references for future research. |
