The Study On The Overall Teaching Of Primary School Mathematics Unit From The Perspective Of Core Literacy

As the mathematics curriculum reform in the basic education of our country is continuously deepened,the focus of curriculum reform is reflected in the development of mathematical core literacy.When it comes to the mathematics teaching based on core literacy,the attention to the structural design and implementation of curriculum content is required to get breakthroughs in the limitations of current single-class teaching making knowledge learning fragmented and difficult to realize the continuous and phased development of core literacy.In line with the demands of curriculum reform and teaching,the overall teaching of the unit as one of the teaching methods pays attention to the integrity,structure and relevance of knowledge and cognition,which also provides a path for the effective implementation of mathematical core literacy.In this research,the methods such as literature research,case study,action research and classroom observation are adopted,the students of Grade Two from H Primary School in KM are taken as the research objects,and the volume 2 of the teaching material of the "understanding of number within ten thousand" of People’s Education Edition is taken as the case unit.The purpose of the research is to solve the three problems as follows: Firstly,how to start from the perspective of core literacy to design the overall teaching of primary school mathematics units? Secondly,how to start from the perspective of core literacy to implement and evaluate the overall teaching of primary school mathematics units? Thirdly,after carrying out the exploration on the overall unit teaching practice,what teaching strategies can be used as reference for the overall teaching of primary school mathematics units in the future?The following conclusions are drawn in line with the overall teaching design,teaching practice and teaching evaluation of the case unit:1.The overall design of the unit such as the "understanding of the number within ten thousand".From the perspective of core literacy,the construction on the basic model of the overall teaching design of mathematics unit is conducted,and the three stages are focused on to make the overall analysis and design of the unit.Preparation stage in the early stage: Carrying out the analysis on the essence of knowledge,curriculum standards,teaching material content,core literacy,student situation elements,and mastering the knowledge content as a whole.Development and design stage: Making the formulation of the overall teaching objectives of the unit,the key and difficult points of the unit teaching,the overall teaching plan and class hour teaching plan of the unit,as well as the overall planning and design of teaching.Evaluation and reflection stage: Conducting the design of the continuous evaluation scheme throughout the unit,and making the development of the evaluation mechanism as a whole.2.The overall implementation and evaluation of the unit such as the "understanding of number within ten thousand".The overall teaching design of the unit is implemented into classroom teaching practice and its implementation effect is tested.The diversified evaluation is conducted to conclude that the development of the overall teaching of the unit is effective for students’ learning.The following is the concrete performance: Promoting students’ classroom participation,overall thinking and overall cognitive structure according to the evaluation of class teaching;presenting significant differences in students’ knowledge cognition and mathematical core literacy level before and after the unit according to the comparison of assessment before and after the unit.3.The overall teaching strategy of primary school mathematics unit is explored according to the teaching practice of case unit:(1)Teaching design link: Formulating the overall teaching objectives and highlighting core literacy;connecting the knowledge learned before and after,conducting longitudinal extension and expansion;refining the core concepts and making horizontal structural connections;looking for common features and flexibly integrating content.(2)Teaching implementation link: Attaching importance to structural learning and cultivating learning ability;implementing comparative teaching and highlighting the essence of concepts;paying attention to unit review summary,and improving knowledge structure.(3)Teaching evaluation link: Constructing a comprehensive evaluation mechanism and embodying the comprehensiveness of evaluation;attaching importance to teaching evaluation and realizing consistency of teaching evaluation.