A Study On The Teaching Design Of Primary School Mathematics Based On Metaphorical Thinking

Metaphorical thinking is a way of thinking that compares,analogizes and maps one concept or thing with another seemingly unrelated concept or thing,which helps to better understand and express abstract concepts and things,as well as stimulate people’s imagination and creativity.Metaphorical thinking can be found everywhere in daily life and is also widely used in education.In the field of mathematics,there are many abstract concepts in mathematics,and metaphorical thinking can enrich students’ understanding of abstract concepts and improve their learning effectiveness,which is in line with the concept of "focusing on improving students’ mathematical thinking and inspiring them to learn to think mathematically" advocated in the Compulsory Education Mathematics Curriculum Standards(2022 Edition).This study focuses on the following questions: "What are the dilemmas in the implementation of metaphor-based elementary school mathematics teaching design;what is the essence of metaphor-based elementary school mathematics teaching design;how to design elementary school mathematics teaching based on metaphor-based thinking".First,sort out the research on metaphor.This part mainly sorts out the research status of metaphorical thinking at home and abroad,the definition of metaphor-related concepts,the theoretical basis of metaphorical thinking teaching,the compatibility between metaphor and primary school mathematics teaching design,and principles,so as to lay a theoretical foundation for designing teaching cases.Secondly,investigate the status quo of metaphorical thinking in mathematics teaching in primary schools.Taking the mathematics teachers of H primary school and some mathematics teachers of L primary school as the survey objects,through the form of questionnaire survey,we can understand the current primary school mathematics teachers’ understanding of metaphorical thinking,understand the current situation of primary school mathematics teachers’ application of metaphor teaching in classroom teaching,and their understanding of metaphorical thinking.Recognition,as well as the difficulties and solutions when using metaphorical thinking.Finally,the researchers designed the teaching case of "Factors and Multiples" based on metaphorical thinking,and carried out the implementation.Through the comparison of the objects of the case implementation,it was found that the teaching design of primary school mathematics based on metaphorical thinking can help enrich students’ understanding of abstract concepts At the same time,it can help students to better apply the knowledge they have learned to real life.Finally,the study concluded that:(1)elementary school mathematics teachers have a low level of awareness of metaphorical thinking;and lack in-depth learning and strategies to implement in the specific teaching process;(2)the essence of metaphorical thinking is to make analogies and comparisons between mathematical symbols and concepts and real-life things,so as to fit students’ cognitive characteristics and mathematical education concepts;(3)the teaching design of elementary school mathematics based on metaphorical thinking follow the principles of similarity,life,creativity and finiteness;elementary school mathematics teaching based on metaphorical thinking has a positive effect on students.