Teacher teaching refers to a form in which teachers impart their knowledge to students through their own records. The format of primary school teachers' teaching papers I have compiled below is welcome for your reference!

abstract:

This paper discusses the problems existing in the teaching design of primary schools, puts forward the problems existing in the teaching design, and analyzes the causes of the problems in combination with the domestic situation, hoping to bring some reference.

Keywords: primary school mathematics; Instructional design; survey

First, the primary school mathematics teaching design problems

(1) Lack of knowledge about mathematics leads to a lack of comprehensive and in-depth understanding and thinking about the essential characteristics of mathematics and the value of mathematics education.

Subject knowledge is the basic premise for teachers to carry out effective teaching design. The subject knowledge of primary school is not difficult, and the mathematics knowledge of primary school mathematics teachers should be no problem. However, the survey found that at present, primary school mathematics teachers generally lack knowledge about "mathematics". When designing teaching, it is difficult for primary school mathematics teachers to consciously and competently explore the mathematical thinking methods and mathematical culture permeated in mathematical knowledge. As a result, many teaching designs often stay at the level of knowledge and skills, which makes it difficult to stimulate students' interest and motivation in mathematics continuous learning, and students' mathematical thinking and mathematical literacy have not been well developed.

(B) the lack of knowledge of mathematics learning, mathematics education theory update, resulting in the understanding of the new curriculum concept deviation.

An excellent primary school math teacher should also know something about how primary school students learn math, which requires primary school math teachers to master certain knowledge of math learning psychology, such as the development characteristics of primary school students' math thinking, the learning process and characteristics of different types of knowledge (such as concepts, spatial concepts, problem solving, etc.). ). Primary school math teachers' math education ideas are still relatively old. Many primary school mathematics teachers have not studied some relatively new mathematics education ideas, such as Freudenthal's mathematization, constructivist learning view, problem solving and doing mathematics, and many teachers have never heard of it. Therefore, many primary school mathematics teachers often pay lip service to the new mathematics curriculum ideas. Jl II didn't really understand the connotation of the new curriculum concept, and often pursued some formal changes, such as group cooperation, inquiry learning and the application of modern media. Because of the lack of reasonable choice and design, it is often not worth the loss or even "overcorrection".

(C) the lack of knowledge of teaching design theory and methods, resulting in the lack of scientific and systematic teaching design, the actual operation effect is not good.

In the survey, only 26% people have systematically studied instructional design courses, which shows that primary school mathematics teachers generally lack knowledge of instructional design theory and methods. In addition, there is still a prominent contradiction between epistemology and methodology of instructional design. Many teachers have realized many advanced teaching design concepts, such as overall optimization, teaching design for students' learning, goal orientation, knowledge classification and so on. However, due to the lack of operational skills in instructional design, such as content analysis methods, clear teaching objectives skills, teaching strategies and teaching media selection methods, these good instructional design concepts can not be truly implemented in practice.

In addition, there are still some problems, such as teachers' unclear teaching objectives in the early stage of teaching design, teachers' lack of awareness of optimizing teaching plans, and lack of practical guidance value for actual teaching.

Second, the causes of problems in instructional design analysis

There are many reasons for these problems. Through analysis, we think that there are three main aspects that directly affect the teaching design ability of primary school mathematics teachers in China.

(A) the quality of digital teaching in primary schools is not high.

1, primary school math teachers have low academic qualifications.

According to the survey, 252 people are senior high schools, vocational high schools or normal schools, accounting for 62%, 92 people are junior colleges, accounting for 22% and 2%, 66 people are undergraduates, accounting for 15 and 9%, and 1 people are graduate students, accounting for 0 and 2%. It can be seen that at present, the academic qualifications of primary school mathematics teachers are low, which is far from the wooden calendar of primary school teachers stipulated by the state.

2. Many primary school math teachers are from non-math backgrounds.

At present, many primary school math teachers are not majoring in math education. According to the questionnaire, the major of primary school mathematics teachers is primary education (106, accounting for 25% and 6%), of which only 24 are clearly related to mathematics education, accounting for only 5%. In addition, there are people from various occupations to serve as primary school mathematics teachers, such as social education, public utilities and management. They have not systematically studied mathematics and mathematics education, and know little about the characteristics of mathematics. It is difficult for them to accurately grasp the essential characteristics of mathematics in teaching, and they tend to instill mathematical knowledge and skills to cope with exams.

(B) On-the-job training of primary school mathematics teachers is not systematic, and the effect needs to be improved.

The survey found that at present, the relevant departments have begun to pay attention to the training of primary school mathematics teachers in teaching design, but the quality of training is not flattering, and there are roughly three problems:

1, the training intensity is not enough, the training target is not extensive, the training is a mere formality, and the training effect is not ideal.

According to the questionnaire survey, only 38% and 3% of teachers have received special training in the theoretical knowledge, methods and skills of instructional design, while 59% and 1% of teachers have not participated in such training. It can be seen that the training of theoretical knowledge, methods and skills of instructional design is not enough, and the training targets are not very extensive. Some training shows that the training system itself is not systematic and comprehensive, and often "what is lacking makes up for what is lacking", which makes many primary school mathematics teachers lack the overall understanding of teaching design, and the training content is of little value to the actual classroom teaching design and actual operation. Formally, the training mostly takes the form of expert teaching and collective teaching. The first strategy, without stimulating teachers' interest in learning and intrinsic motivation, makes the training a mere formality with little effect.

2. Training lacks sustainability.

In the process of training, teachers are eager to try the theories and methods of instructional design. However, when teachers return to regular teaching after intensive training, they easily lose the passion of application, creation and exploration in training. At present, the teaching design training and practice of primary school mathematics teachers lack long-term and sustainable support for daily teaching, which leads to the failure of primary school mathematics teachers to make good use of the theory and method of teaching design in daily lesson preparation.

(C) the school's management of teaching design is not scientific enough

The school's management and inspection methods of teaching plans also have a great influence on teachers' teaching design. At present, there is no unified standard for teaching plan inspection, and the inspectors are not fixed. Inspection mainly depends on quantity, there is no uniform requirement for quality, and no specific feedback will be given to teachers. Some teachers report that the purpose of school inspection is to understand teachers' working attitude. Teaching plans should be checked, signed and sealed every year to prevent teachers from bringing old designs to use this semester. Teachers spend a lot of time copying lesson plans when they fail to pass the examination, but they seldom have time to improve them in the past. The evaluation and management of the whole teaching design is a mere formality, which has lost its due value.

References:

[1] Ba Shuan-cun, Reflective Teaching and Teaching Reflection [J], Educational Practice and Research, 2007,2 (2),

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