Against the backdrop of the "Compulsory Education Mathematics Curriculum Standards (2022 Edition)" explicitly advocating for unit-based integrated teaching and core competency-oriented approaches, large-unit instruction has become a pivotal direction in primary school mathematics education reform. However, during its implementation in classroom practice, this model commonly encounters challenges such as teachers 'ambiguous understanding, insufficient instructional design capabilities, and implementation difficulties. The Xinjiang Production and Construction Corps, located in China's northwestern frontier region, exhibits distinct regional educational characteristics. Yet specialized research focusing on the current status of large-unit mathematics teaching in primary schools within this area remains relatively scarce.
This study focuses on primary school mathematics teachers in the Xinjiang Production and Construction Corps region, employing comprehensive methods including questionnaire surveys, in-depth interviews, text analysis, and classroom observations to systematically examine the practical implementation of large unit teaching across five dimensions: cognition, design, implementation, evaluation, and reflection. The findings reveal fundamental characteristics of current large unit teaching practices: "basic cognitive understanding without depth, tentative implementation with limited effectiveness, framework-based designs lacking scientific rigor, superficial evaluation systems, and superficial reflection processes." Specifically, most teachers exhibit misconceptions about the essence of large unit teaching, with only a minority able to articulate its core principles. Influenced by exam-oriented mindsets, educators remain hesitant about teaching outcomes. In terms of design, while teaching objectives emphasize competency development, systematic integration is lacking; student learning analysis relies heavily on experience, and teaching evaluation remains the most critical shortcoming with severe absence of formative assessment. Regarding implementation, teaching practices demonstrate low frequency, excessive teacher dominance in classrooms, insufficient student exploration opportunities, and significant design capability gaps between municipal schools and corps-affiliated schools.
The root causes of this issue can be analyzed from three dimensions. First, limitations in individual capabilities and challenges in conceptual transformation: Insufficient professional knowledge leads to superficial understanding of mathematical essence in teaching content, entrenched exam-oriented thinking hinders pedagogical innovation, while practical skill deficiencies and rigid classroom teaching habits undermine implementation effectiveness. Second, inadequate organizational support and lagging safeguard mechanisms: Insufficient high-quality teaching resources coupled with imbalanced distribution between municipal and regimental-level schools, fragmented teaching research and training systems lacking systematic guidance, outdated school support mechanisms, and excessive non-teaching workloads for educators. Third, constraints from evaluation systems and insufficient reform ecosystems: A student examination-score-centric assessment framework fundamentally impedes the deepening of teaching reforms.
In response to the aforementioned issues, this study proposes corresponding collaborative optimization strategies: Education management departments should establish standardized theoretical frameworks, organize thematic regional teaching research, integrate high-quality resources, and design competency-oriented diversified evaluation mechanisms; schools need to streamline non-teaching affairs, foster a reform atmosphere, and strengthen resource supply and professional guidance; teachers should actively deepen theoretical understanding, optimize instructional design, conduct structured reflection, and implement the "student-centered" philosophy in classrooms. This study reveals the practical challenges and underlying causes of large-unit mathematics teaching in primary schools in the Xinjiang Production and Construction Corps region, providing empirical evidence for regional teaching reforms. It facilitates the transition of primary mathematics education from fragmented knowledge transmission to holistic competency cultivation, thereby promoting high-quality development of border education.
谷歌
火狐
