Research On The Design Of Mathematics Classroom Problems In Primary Schools Based On The Cultivation Of High-order Thinking

The information age society has put forward higher requirements for talent cultivation,that is,requiring students to have high-level thinking,which is a comprehensive thinking for students to adapt to the development of modern society and lifelong development.High order thinking is a mental activity that occurs at a higher level of cognition and is mainly composed of analytical thinking,evaluation thinking,and creative thinking.Problems are the driving force and origin of thinking,and effective problem design is an important way to cultivate students’ high-level thinking.However,the quality of classroom questions designed by primary school mathematics teachers in practical teaching is not high,which is not conducive to the development of students’ high-level cognitive thinking.Therefore,this study combines high-level thinking with problem design,and the main purpose is to study how teachers design high-level classroom problems in primary school math classes to cultivate high-level thinking among primary school students.This study is based on constructivism,recent development zone,and cognitive goal classification theory,using literature,questionnaire,interview,and case analysis and comparison methods.Firstly,the relevant literature on high-level thinking and problem design is reviewed,and relevant concepts are defined;Secondly,by distributing questionnaires to students and teachers,and conducting interviews with five elementary school mathematics teachers,it is preliminarily understood that the current high order thinking abilities of primary school students are generally weak,with significant differences in thinking;Teachers lack the ability to design questions based on high-level thinking.The main reasons why teachers lack the ability to design problems are that they lack the theoretical basis for cultivating high-level thinking,lack the awareness of guiding and evaluating students,and attach importance to classroom presupposition while ignoring classroom generation.Thirdly,in order to improve the level of problem design for primary school mathematics teachers,a heterogeneous approach was adopted to compare and analyze the classroom problem design of highquality classes and normal classes in three groups of lesson examples,and to summarize effective experiences of teachers in designing high-level thinking problems.Finally,based on the results of questionnaires,interviews,and case comparative analysis,the author proposes teaching strategies for primary school mathematics teachers to design classroom problems based on high-level thinking cultivation.The teaching strategies specifically include three aspects: first,the principles for designing classroom problems in primary school mathematics based on high-level thinking cultivation are formulated: heuristic,hierarchical,subjective,and generative;Secondly,from a macro perspective,the general process of problem design in primary school mathematics classroom based on high-level thinking cultivation has been formulated:determining the thinking direction of the problem,determining the thinking inspiration for the problem,creating problem scenarios,designing low and high-level problems,and focusing on the presupposition and generation of the problem;Thirdly,from a micro perspective,specific strategies for designing primary school mathematics classroom problems based on high-level thinking cultivation have been formulated:focusing on analytical thinking,evaluation thinking,and creative thinking,corresponding strategies have been proposed,including strategies for designing comparative and logical questions,speculative and reflective questions,exploratory and open questions.I hope it can provide reference for front-line teachers to design highlevel thinking problems.