Instructional design (ID for short), also known as instructional system design, is oriented to the instructional system and solves teaching problems.
A special design activity is to use modern learning and teaching psychology, communication, teaching media theory and other related theories and technologies to analyze teaching.
Learn the problems and needs, design solutions, try solutions, evaluate the test results and improve the design based on the evaluation.
Cheng. Teaching design is not only a science, but also an art. As a science, it must follow certain educational and teaching laws. be like
As an art, it needs to be integrated into the designer's personal experience, re-created according to the characteristics of teaching materials and students, and at the same time flexible and ingenious.
Using the methods and strategies of instructional design. Then, how to design primary school mathematics teaching, so that it has both the general nature of design and the same
Do you still follow the basic laws of teaching and make it fully reflect the educational wisdom of teaching designers?
R Mager, a famous American expert on instructional design, pointed out that instructional design consists of three basic problems in turn. The first one is "I'll go.
"whatever" means the formulation of teaching objectives; Then there is "how do I get there", including the analysis of learners' initial state, the analysis of teaching content and
Selection of organization, teaching methods and teaching media; Finally, there is "how do I judge where I am", which is the evaluation of teaching. Instructional design is
It is an organic whole composed of goal design, analysis and design of various elements to achieve the goal, and evaluation of teaching effect. Therefore, it is necessary to carry out effective
The design of primary school mathematics teaching must revolve around the above three basic problems.
First, determine the appropriate teaching objectives
Teaching objectives are not only the starting point of teaching activities, but also the preset possible results. The goal of mathematics teaching in primary schools includes not only knowledge and skills.
The requirements of ability also include mathematical thinking, problem solving and students' feelings and attitudes towards mathematics. Different ideas about goals
The solution will form different teaching designs, thus forming different levels of classroom teaching. For example, the same "orientation" class was taught by two teachers.
Teachers set different teaching objectives, thus forming two different levels of teaching design.
A teacher's teaching goal of "determining the position" is: "Master the method of determining the position with' number pairs' and tick it.
Use the "number pair" on the paper to determine the position of the object. Based on this goal, the teacher gave each student a card with columns and rows written on it.
Let the students stand in front with the card in hand, and then find the corresponding position according to the requirements on the card. Under the guidance of the teacher, through the student report.
How to find the right orientation and finally achieve the teaching goal. Judging from the goal determination and teaching process design of this class, the cognitive teaching goal is
Although the teaching design of this subject is simple and students' original knowledge base and life experience are considered, it has caused students' single cognitive development.
And the lack of good emotional experience and the opportunity to use knowledge to solve practical problems.
Another teacher's "fixed-position" teaching goal is like this: "Let students explore and determine in specific situations.
Positioning method, tell the position of an object; Ask students to use "number pairs" to determine the position of objects on square paper; Ask the students about the specific situation.
Feel the close connection between mathematics and life, find and solve mathematical problems independently, gain successful experience from them, and establish confidence in learning mathematics.
. Under the guidance of this goal, the teacher first asked students to try to describe a classmate's position in the class with the simplest mathematical method, and then put the same
Scholars classify and compare different representation methods, and on this basis, they get the same characteristics of different representation methods-they all use the "third group"
The second describes this classmate's position in the class. At this time, the teacher pointed out that the position of this classmate can also be expressed by (3,2).
This method is called "number pair" in mathematics. After teachers and students studied the reading and writing method of "number pair", the teacher designed a game.
Activity-the teacher pointed to a student and asked the student to tell his position by "counting pairs", and other students judged right or wrong; The teacher said, "Count.
Yes, please sit in the corresponding position, and the other students will judge right or wrong with their gestures. Finally, the teacher designed an interesting egg-beating game.
Enter the "number pair" representing each student's position into the computer, and the students will stop at random. Lucky students will go to the front and use "number pairs" correctly.
"Tell the location of the golden or silver eggs you want to smash on the grid paper, and then you can smash the eggs. After clicking, a blessing will appear on the computer. get through
This teaching design not only makes students feel the simplicity and uniqueness of determining the position of objects with "number pairs", but also realizes the relationship between mathematics and students.
Life is closely related. In this process, students not only master knowledge, but also enjoy success and experience happiness.
Through the comparison of the above two teaching designs, we really feel that in order to determine the appropriate teaching objectives, we must correctly handle the curriculum standards.
The relationship between standards, teaching materials and students' level, while paying attention to different levels of goals such as cognition, emotion and motor skills. Bloom studied it.
The explicit behavior of learners is the basic point of goal classification, and the complexity of behavior is the basis of goal classification. It puts forward the educational goal in the field of cognition.
Six-level classification-knowledge, understanding, application, analysis, synthesis and evaluation. Crasworth and others put forward the classification of affective teaching objectives in 1964.
According to the degree of value internalization, it is divided into five levels: acceptance, attention, reaction, value, organization of values, value or value system.
Personality. Simpson divided motor skills into perception, orientation, guided response, mechanized action, complex explicit response and adaptability.
Should, create. The goal classification of the three educators provides a basic basis for us to determine the teaching goals. When designing mathematics teaching in primary schools, we should
Only in this way can these three target areas be considered as a whole, and higher-level goals be regarded as the theme and fundamental purpose of influencing content.
In order to determine the appropriate teaching objectives.
Second, a reasonable analysis and organization of teaching elements
(A) Analysis of students' situation
Students are the main body of learning. If we want to carry out targeted teaching design, we must analyze the learning situation and focus on the initial ability of learners.
The background knowledge and skills that have been formed, how learners think.
1. Diagnosis of learner's initial ability
Gagne's classification of learning results and his thinking on learning conditions provide theoretical and diagnostic basis for learners' initial ability.
Train of thought. Gagne divided learning achievements into five categories: intellectual skills, cognitive strategies, verbal information, motor skills and attitudes. According to intellectual skills
According to the complexity of learning, he is divided into several subcategories in this category, namely discrimination, concepts, rules and advanced rules (problem solving). distinguish
Don't be the basis of concept learning, concept is the basis of rule learning, and applying a few simple rules is the basis of solving problems and obtaining advanced rules.
For example, in the lesson "Area of Triangle", students need to sum up the formula for calculating the area of triangle through experiments and solve it with the formula.
Simple practical problems. This content belongs to the category of rule learning, and the premise of rule learning is to acquire the ability to use related concepts. three
The area of an angle = base × height ÷2. This formula includes seven elements: triangle, area, equal, bottom, height, multiplication and division.
Concept, if any one of these seven concepts is not mastered, rule learning is impossible. At the same time, students must master "scissors"
"spelling", "transformation" and other strategies, otherwise the area calculation formula of triangle will not be deduced independently. Therefore, accurate diagnosis of learners' memory.
Starting ability is the basic premise of effective teaching design.
2. Analysis of learners' background knowledge
When students learn mathematics knowledge, they always contact with background knowledge and attach relevant knowledge, including the knowledge gained from formal and informal learning.
Understand knowledge and reconstruct new knowledge. Elementary school mathematics teachers' analysis of students' background knowledge not only includes students' acquisition of new knowledge.
The analysis of acquired old knowledge also includes the analysis of background knowledge that is not conducive to the acquisition of new knowledge.
According to the different background knowledge of students, a teacher made three different teaching designs for the course Prime Numbers and Composite Numbers.
Design 1: In the activity of "sending teachers to the countryside", according to the fact that students in rural central schools have mastered the memorization of natural numbers, classification, odd numbers, even numbers and divisors.
Scene knowledge, first of all, let students classify the class size according to odd and even numbers-1~16. Then ask the students to find the number 2~ 16.
All divisors, and according to the characteristics of divisors, these numbers are divided into two categories. On this basis, let the students try to summarize the characteristics of these two numbers.
Under the teacher's constant questioning, teachers and students have summed up what is prime number and what is composite number.
Design 2: In the inter-school exchange activities, according to the background knowledge that the students in the county experimental primary school have mastered, let the students count the class number first.
── 1~59 is classified by odd and even numbers. Then ask the students to find all the divisors of 1~59 and arrange them according to the characteristics of the divisors.
Number classification (it should be divided into three categories). On the basis of classification, let students try to summarize, discuss and communicate, report and debate independently and reveal.
The concepts of prime number and composite number are introduced, and it is clear that 1 is neither prime number nor composite number.
Design 3: At the "Report Meeting of Excellent Teachers' Teaching Achievements in the Province", according to about one third of the students in the class, through different channels,
After knowing the concepts of prime numbers and composite numbers (although students know the concepts, they don't really understand them), the teacher asked the students to read the textbooks and understand them.
The concepts of prime numbers and composite numbers have made all students really understand the connotation and extension of prime numbers and composite numbers under the debate between teachers and students.
Through the analysis of three different teaching designs of the course "Prime Number and Composite Number", we realize the importance of correctly analyzing learners' background knowledge.
The important foundation of effective teaching design.
3. How do learners think?
Ed Rabinowicz said in his book Thinking, Learning and Teaching: "As teachers, we educate our children. Because we teach children,
Then we need to know how children think, how children learn ... maybe we just think we know them. "Indeed, a lot.
Sometimes we think we know our students, but we don't. Many primary school math teachers pay more attention to how to teach when designing teaching.
But little consideration is given to how students learn and what students think. A teacher set up the lesson "cuboid and cube volume" like this.
Counting: First review unit of volume, and show the corresponding cubes 1 cm3, 1 decimeter and 1 m3, and then let the students estimate.
What is the approximate volume of a larger cuboid? Next, let the students put cuboids and cubes of different sizes together and record them.
Recorded data. On this basis, let the students sum up the formula for calculating the cuboid volume independently. In actual teaching, students did not follow it.
The designer's idea is to estimate the volume of this larger cuboid, but the length of this cuboid is about 30 cm and 25 cm.
50 cm, the width is about 20 cm, 30 cm and 40 cm, and the height is about 40 cm, 50 cm and 55 cm. In the process of recording data
Similarly, instead of recording the length, width, height and volume of a cuboid according to the designer's idea, the number of small wooden blocks is recorded directly.
The main reason for the difference between teaching design and actual teaching is that designers lack basic judgment on how students think. Therefore, primary schools
When designing teaching, math teachers should not only diagnose learners' starting ability, but also analyze the background knowledge of learners and pay attention to it.
How do students think? In addition, the analysis of students' learning attitude and interest is also very important to realize the teaching goal, which is also the basis of teaching.
Things that can't be ignored in design.
(B) the organization of teaching content
Organizing teaching content is an important work of teaching design. The teaching content is to solve "what to teach and what to learn" according to the specific teaching objectives.
Therefore, firstly, we should analyze the writing characteristics of teaching materials and understand the editor's intention; Secondly, we should grasp the position of teaching content in the whole teaching system.
Location and function; Thirdly, it is necessary to analyze the key points and difficulties in teaching, and effectively highlight the key points and break through the difficulties through appropriate content. The teacher is
In this way, the teaching content of the lesson "Comparison-Averaging" is organized:
At the beginning of the class, boys and girls were divided into three groups (5 boys in each group and 4 girls in each group) to have a glass ball competition, which was recorded by the reporters in each group.
The result of the game. According to the total number of balls in each group, the male and female champion groups are judged. Then choose the final champion from the boys and girls champion group. because
The number of boys and girls in the champion group is not equal, so it is unfair to decide the final winner according to the total number of balls pinched, which leads to the problem of finding the average.
The teacher showed two sets of statistical charts of ball clamping. Teachers and students cooperated with each other to explore the method of finding the average value and understand the meaning of the average value.
After that, let the students solve three practical problems-finding the average temperature, finding the average height of five students and finding the average weekly water consumption of students.
The reason why the teaching content is organized in this way is because the teacher first carefully analyzed the teaching materials. In the first few textbooks, students have mastered the collection and
The method of sorting out data will use statistical charts and tables to express statistical results, and you can ask and solve problems according to statistical charts. Bendan
The content of meta-teaching is to understand the meaning of average on the basis of students' existing knowledge and experience, and to explore how to use the information in statistical charts to find the average.
The method. In order to let students know the characteristics of the average, the textbook combines the basketball throwing situation of two groups and discusses which one according to the statistical chart.
The overall strength of students in group B is strong, which leads to the concept of average, so that students can realize the necessity of learning average and understand the meaning of average. for
In order to make students really realize the necessity of learning average, the teacher did not ask students to compare the basketball throwing between the two groups, but organized it on the spot.
Students are divided into groups to hold a glass ball competition to arouse their enthusiasm for participation. According to the total number of pinching balls, when determining the respective champions of men's and women's groups, ask
The problem is easy to solve, but whether the final winner can be determined according to the total score will cause students' thinking conflict, thus
Lead to the problem-average. In order to let students explore the method of averaging independently, the teacher prepared the number of balls in the champion group for boys and girls.
Statistical chart. Let the students explore the method of finding the average value through observation. In order to better understand the meaning of the average and master the method of finding the average,
Finally, the teacher arranged three simple practical problems for students to solve independently.
(C) the choice of teaching methods
Whether the teaching goal can be achieved depends largely on the choice of teaching methods. Not only according to the teaching objectives, teaching contents and teachers' personal characteristics
Choose teaching methods according to students' age characteristics, but also mobilize students' learning enthusiasm to the maximum extent, and truly highlight students' dominant position. still
Take the lesson "Compare with one-average" as an example. The teaching objectives of this lesson are determined as follows: 1. There are abundant examples and statistics as the background.
, so that students can understand the necessity of averaging, understand the meaning of averaging and master the method of averaging; 2. Cultivate students to apply what they have learned.
Knowledge, ability to solve simple practical problems reasonably and flexibly; 3. Understand the application of average in real life, and let students know about mathematics.
Close contact with daily life, permeate corresponding ideas, and improve students' interest in learning mathematics. In order to achieve the above teaching objectives, teachers are making progress.
In design teaching, students are first organized to hold a glass ball competition. Because students take part in the competition themselves, they are very active and knowledgeable.
Through practical operation, effectively stimulate students' enthusiasm for participation; By letting students decide the final male and female champion group, we can stimulate and stimulate students' thinking contradictions.
Cultivate students' initiative in learning, and then let students really feel the average of boys and girls holding the ball when the number of students in each group is not equal.
It is fair to decide the final champion, so as to understand the necessity of averaging. Next, let the students make a system according to the results of the live competition by observing the teacher.
Think about how to determine the champion group when the number of participants is different. The teacher chose the way to let students explore independently.
Understand the meaning of "average" and master the method of "average". In order to understand students' ability to use knowledge to solve simple practical problems.
The teacher designed three practical problems for students to solve independently. In the process of solving problems, students not only learn to use knowledge, but also learn to experience.
The practical value of mathematics stimulates students' enthusiasm for learning mathematics. Use this teaching method to carry out students' learning activities, and maximize
It highlights students' subjective status and gives full play to students' subjectivity.
Third, the correct evaluation of teaching effect
Whether the teaching objectives put forward in the teaching design are achieved or not needs to evaluate the teaching effect. The main purpose of evaluation is to know the number of students.
The learning process should not only pay attention to students' learning results, but also pay attention to their learning process; We should not only pay attention to students' learning level, but also pay attention to it.
Their emotions and attitudes in mathematics activities. A teacher made the following comments on the design teaching effect of "Statistics" course.
Price design.
Question 1: What do you think of this class?
Please cooperate with all the students to conduct a field survey to see how many students in this class are happy and relatively happy, and how many students there are.
Students are not happy, so they make the data obtained from the survey into statistical tables and charts, and put forward corresponding mathematical questions and answer them according to the statistical tables and charts.
In addition, please interview unhappy students to find out the reasons for their unhappiness and help them to be happy.
Study and live happily.
This problem design can not only let all students experience the whole process of data collection and collation, but also try to make statistical charts according to the collected data.
Ask and answer mathematical questions according to the statistical chart, learn to read the statistical chart, and understand the students' learning experience in the process.
It can provide a basic basis for improving teaching.
Question 2: Naming of statistical charts.
The following is a statistical chart drawn. Please look at the statistical chart and answer this question.
(1) What do you think this chart may represent?
(2) Please name this chart according to your own ideas.
(3) Please write down what you can think of according to this statistical chart.
This kind of question is very challenging and requires a certain degree of creativity when answering. When evaluating the teaching effect, designing such a problem can not only be investigated.
Students' understanding of statistical knowledge, more importantly, can examine whether students have statistical consciousness, creativity and imagination, as well as their understanding of
Understanding of practical problems.
The methods of teaching effect evaluation should be varied, including classroom application exercises, classroom observation, student interviews,
Comprehensive design such as job analysis. Through the comprehensive evaluation of teaching effect, we can understand students' knowledge and skills, mathematical thinking and problem-solving ability.
It provides a scientific basis for further improving teaching design.
Teaching design is a systematic project, including the determination of teaching objectives, the analysis and organization of teaching elements, and the evaluation of teaching effect.
The holistic view of the system holds that only when all the components in the whole system are harmoniously unified and coordinated can the overall optimization be realized. So,
When designing primary school mathematics teaching, we should not only master the characteristics and functions of each subsystem, as well as the design methods and strategies of each subsystem, but also
Deeply understand the interrelation and mutual restriction among subsystems, and gain insight into the relationship between subsystems and overall teaching objectives. Only in this way
Only by looking at the overall situation, can we focus on the big picture and start from the small, and optimize the overall design of primary school mathematics teaching.