A Case Study Of Primary Mathematics Unit Teaching Based On Big Context

In order to meet the requirements of talent cultivation in the new era,"The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" clearly states that teaching objectives should be developed towards core competencies.The core of competencies is ability.When students begin to realize that the knowledge they acquire in the classroom can solve real-life problems,they will be more flexible in applying that knowledge.Real-life context-based unit instruction can better help students achieve this goal and solve the problem of shallow teaching of inert knowledge due to the lack of context in traditional classrooms.Focusing on primary school mathematics unit teaching,this paper explores a new path of unit teaching design based on big context through theoretical research and case practice.This article uses literature research and observation method to analyze the problem of improper use of contexts in current classrooms,and to construct a framework for primary school mathematics unit teaching based on a big context through relevant theories and practical cases.The main processes are as follows:First,literature research is used to clarify the current research progress.Through classroom observation during the internship process,problems such as formalized use of situation,irrelevant situation,and disjointed situation were discovered in current primary school mathematics teaching.Based on situational learning theory and learning transfer theory,two design concepts,"thinking like everyday practitioners" and "method advancement under the big context of the unit " were determined,and a "three-stage and four-step" design framework for primary school mathematics unit teaching based on a big context was constructed.Finally,a case study method was used to design and implement the unit instructional design according to the design framework prtoposed in this study,the third unit "Operation Law" in the fourth grade of the People’s Education Press primary school mathematics textbook was taken as an example.By comparing the data of the two classes before and after the case implementation and analyzing the teaching clips in the classroom,it can be found that(1)The unit instructional design based on the big context can ensure the mastery of core knowledge;(2)It can effectively enhance students’ thinking and promote the occurrence of learning transfer;(3)The big context of the unit can increase students’ concentration in the classroom.The results of the study demonstrate the feasibility and effectiveness of this case implementation,but more exploration of teaching practices across unit types and disciplines is needed to improve the generalizability of the design framework.