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## The implementation strategy of primary school mathematics in

Abstract: the new curriculum advocates "hands-on, inquiry teaching self exploration and cooperation and exchange". We should implement the active search for knowledge, practice, cooperation and exchange, discover a problem, solve the problem of learning style, with independent research and development ability of students.

Primary school mathematics inquiry learning is to let the students under the guidance of teachers, around a need to explore and solve the problem, with a similar "scientific way of" independent to found the problem, problem inquiry, access to knowledge. The basic pattern is: the creation of context - independent inquiry --- --- --- using cooperation practice evaluation summary.

One, the creation of situations

Students explore learning enthusiasm, initiative often comes from to the learner is full of doubt and question situation. The creation of the problem situation, is to make people a students with questions about the situations the process, through the creation of problem situations, to enable students to clear inquiry goal, give thought to direction; at the same time have a strong desire to explore, give thought to power. Therefore, in teaching, teachers must deeply excavate the content of the teaching material, contact the student original knowledge and experience, through visual materials and living example, induced thinking, guiding ideas, enhance the exploration of the internal driving force. Such as teaching "penny", the teacher should guide the students from the collation of stationery and learning with starting question: "those things on the learning tool box? What to put in the pencil case?" This design is accord with the low grade first-year students' curiosity, they would begin tinkering with classification. Another example of teaching "interior angles of a triangle", the teacher told the students to tell the two corners of the triangle of arbitrary degree, the teacher immediately and accurately say third angles, the teacher even did not see the triangle me, how will know that third angles? Students hearts full of wonder and curiosity, want to know what the teacher has "magic weapon", so as to stimulate students desire to explore, to actively participate in the inquiry activities.

Two, independent inquiry

The so-called self exploration, is to let each student according to his own experience with their own way of thinking freely, open to inquiry. Class to give students the freedom to explore the time and space, to encourage students to boldly guess questioned, to create a new mathematical knowledge, let the students from the "ask" to "good question", training the students inquiry ability in the process of questioning, question and answer. Such as teaching "understanding of CM with CM volume", the teacher told the students to use the ruler to measure the length of a pencil, requirements will be zero scale alignment of one end of a pencil and ruler, the other end refers to a few, the pencil length is a few centimeters. When a student asked: "teacher, when measuring the length of the object, must take the zero scale alignment end and the scale of the object?" When the teachers did not immediately answer, this problem but put forward for the student to give praise to encourage, then said: "if you are the hands of the ruler is a broken no zero scale ruler, you have a look whether the amount of group study, the length of the pencil?" At this time, students' inquiry interest is very high, actively participate in the activities of inquiry. Through the discussion they found this broken no zero scale ruler can also measure the length of the pencil. To solve this problem, I believe that will leave a deep imprint in the minds of students.

Three, cooperation and exchange

Cooperation is an important factor to the survival and development of human. Cooperative communication is to let the students on the basis of self inquiry learning group as a unit, to fully display their own thinking to communicate, achieve the purpose of. After such as learning the multiplication, the teacher shows such a problem: put the following formula rewrite the multiplication formula 7+7+7+7+4, after the student thinks lists three different algorithms: 7 x 7 x 5 - 3 4+4 in the 8 * 4, and then, the teacher asked the students to these three kinds of situations in small groups, comparison, discussion communication, make students understand the former two kinds of formulas containing the addition and subtraction, not as a multiplication formula, can only be considered as a simple formula, only third kinds of formulas to meet the requirements of. This process of students from the passive acceptance of knowledge into active exploration, cooperation and exploration, the ability to improve the expression ability of students and cooperate with others.

Four, the practice application
"Mathematics curriculum standards" pointed out: "to the comprehensive use of the knowledge and skills to solve a problem, the development and application of consciousness". Inquiry learning is the focus will be the knowledge into practice to solve the problem, practice here is not exercise skills practice, but a "solve the problem" of the process, is still an inquiry process. Teachers design practice to design some open questions, students solve the problem by using knowledge, consolidate the mastery of knowledge, improve the mathematics application consciousness and ability of practice. For example: the students in the independent exploration area of circle of S= PI r in this formula, the teacher told the students to calculate the school round bed, round the clock surface area...... The circular object in real life without a center mark, diameter, radius and not readily available, how to do? The students again experience the process of independent exploration and cooperation and exchange, to come up with "line around the clock face a week amount to calculate the perimeter, diameter or radius...... Many measures. Through this practice, cultivate the ability to solve practical problems of students to apply knowledge learned.

Five, evaluation summary
The main purpose of the evaluation is to promote the development of students' subjectivity, enhance power the students' active development, improve the ability of active development. Therefore, teachers should pay attention to in the classroom: one is the students independent study, cooperation and exchange, practice learning activity showed the autonomy, initiative, originality were evaluated; two is to guide the students to reflect on the process of inquiry learning activities, to enable students to obtain the positive emotional experience and mastery of methods and Strategies of learning from, and some perception of mathematics method of thinking and learning strategy, consciously thinking of mathematics method of thinking and learning strategies, ability to improve the initiative to acquire knowledge, to solve the problem.

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