A Study On The Application Of "Synthesis" And "Practice" In The Field Of Mathematics Number And Algebra

This study thinks that the field of "number and algebra" teaching material and teaching activity is reflected in the "comprehensive" and "practice" thinking. Pay attention to practice and cultivating students’ applied consciousness and innovation consciousness, develop students’ ability of problem solving, accumulate experience of mathematical activities. Cultivating students’ applied consciousness and innovation consciousness is mathematics teaching material and teaching achieving teaching goal. Based on this, the people version of the second period mathematics teaching materials in the field of "number and algebra’s" "comprehensive" and "practice", in the teaching material and teaching cases for analysis. In this paper, first of all, on the basis of the related research at home and abroad were reviewed and comb, defines the core concepts, and literature review. This paper expounds the practical significance of the research and theory significance. Secondly, it illustrates the research objects and methods. Again, in view of the elementary school mathematics in the second period in the field of "number and algebra" teaching material and a glimmer of teachers’ teaching records, from the content of the teaching material and case analysis, writing intention, reflect the teaching idea, teaching goal and reflect the mathematical thinking method of five parts to carry on the analysis, reflect the comprehensive. This research mainly adopts the methods of literature, case analysis. In the case analysis of first-line teachers are found the following problems: 1. Not fully embody the subjectivity of students in class. 2. Teacher’s evaluation ways are single and the content of the evaluation tend to knowledge aspects. 3. The teaching process link incoherently and lack of knowledge of highly integrated consciousness. 4. The development of the teaching activities doesn’t pay attention to cultivating students’ practice ability. 5. The teacher doesn’t notice the difference of students. 6. Teachers ignore the creation of teaching situation. This study proposed the related problem solving strategies: 1. Give full play to the students’ subjectivity in teaching. 2. The teacher evaluation way pay attention to the diversity of evaluation content. 3. Pay attention to student’s development "highly integrated" teaching design reflects the 4. Let each student participate in the activities independently and train students’ practical ability. 5. Different levels of students in the teaching development. 6. Create independent exploration and teaching situation of practical application.