A Research On Teaching Design Of Fractional Multiplication In Elementary Schools Based On Differential Teaching

It is difficult for teachers to pay attention to the differences in the learning process of students.The teaching design of fraction multiplication in elementary school mathematics is used as an entry point to improve the mathematical thinking ability of elementary school students,to provide experience for elementary school mathematics teachers to optimize their teaching methods and improve their teaching design,to lay the foundation for students’ overall development,and also to promote educational equity and improve the quality of education.The study of the theories related to differential teaching and the integration with the relevant aspects of fraction multiplication teaching is carried out to further explore the design of fraction multiplication teaching under the concept of differential teaching.This paper is concerned with the following questions:(1)What is the current status of teaching fraction multiplication in elementary school mathematics?(2)How to design the relevant aspects of teaching the difference of multiplying fractions?(3)How to optimize and design the teaching process of Multiplying Fractions by Fractions?(4)How effective is the implementation of the differentiated teaching of "multiplying fractions by fractions" ? The literature research method and survey research method were used to understand the theories related to differential teaching and the current situation of teachers’ implementation of differential teaching in teaching fraction multiplication in elementary schools,and to test the students’ situation before learning this part of Fraction Multiplication;then the text analysis method and case study method were used to analyze the unit teaching content of Fraction Multiplication,to design the teaching process and to give a hierarchical scale of evaluation,and finally the teaching design was carried out with the lesson of Fraction Multiplication and to test the effect of its implementation.The following findings were obtained:(1)Drawing pictures and trying to express in mathematical language were the most common ways that students used in learning fraction multiplication,but there was no effective way for teachers to pay attention to students’ differences and students’ mathematical language skills needed to be improved.(2)The teaching process integrated with the theories related to differentiated instruction included a pre-test questionnaire,review and introduction,creating a situation and asking open-ended questions,and assigning parallel tasks.(3)The analysis of the teaching content of the fraction unit can help teachers to pay attention to students’ differences while better completing the teaching tasks in a goal-oriented manner,clarify the key points of the teaching content,and optimize the teaching design of "Fractions by Fractions" by using the process of differential teaching as a reference.(4)The effectiveness of differentiated instruction is mainly reflected in the mobilization of students’ subjective consciousness,which improves students’ participation in class and also promotes students’ mathematical thinking and stimulates students’ interest in learning mathematics.The use of SOLO classification theory to assist in instructional design can effectively determine the starting level of students and help teachers understand more about the differences in students’ learning situations while giving more accurate assessments of students.