Primary School Mathematics Tactful Knowledge Forming Process Research

Strategic knowledge is a kind of knowledge about how to learn, how to thinking, through the strategy knowledge teaching can help students to form a learning strategy, so as to learn to learn, learn to think, to improve the efficiency of learning and problem solving skills, so as to achieve the purpose of cultivating students’ thinking ability and innovation ability, truly implement quality education. The traditional mathematics classroom, the teacher pays attention to is imparting knowledge and skills,the thinking methods of strategic knowledge. Under the new curriculum concept,strategic knowledge increasingly attention, but for most students, the teachers mathematics tactful knowledge and a more strange things. Some teachers will also make some penetration in class, students will also learn some strategic knowledge, but both teachers’ teaching and students’ learning, with a certain unconscious sexual, purpose is not strong, so students learn mathematics tactful knowledge is fragmented, trifling,generally stay in feeling and a preliminary understanding of the stage, there is no control strategy, not to mention using strategies. Is based on the present situation, this topic research the formation process of elementary mathematics tactful knowledge, to provide some references for mathematics tactful knowledge teaching, help teachers change education idea, change the way of teaching and learning, cultivate the students’ thinking ability, improve the efficiency of classroom teaching and promote the harmonious development of the students and teachers, improve the elementary student’s mathematics learning ability.This paper on the research background, research status at home and abroad,research content, significance and research method, found that domestic and foreign research on learning strategies is not long, but people are very concerned about this new field. Researchers not only "what strategy", "when and how to use the strategy", they are more research "strategy of teaching". But are more general, general, specific to aparticular subject at some stage the formation of students’ learning strategy study is less,especially in elementary mathematics tactful knowledge formation research less.Secondly, this paper analyzed the related theory of mathematics tactful knowledge,and expounds the strategic knowledge Learn the connotation of the strategic knowledge.Third, this paper studies the strategic knowledge, what are the main in the elementary school mathematics, through research, found in the elementary school mathematics basically has the following some strategic knowledge: transformation strategy, drawing, lists, guess and strategy, from the special case to try to look for patterns in the beginning of the strategy.Fourth, this paper has explored the formation process of elementary mathematics tactful knowledge. Mathematics tactful knowledge has the following characteristics:universality, secretiveness, generality, diversity and comprehensive. Strategic knowledge generally need to experience in the teaching, stage, stage of transformation,the transformation of the three phase to form. According to the elementary student’s cognitive characteristics and the characteristics of the mathematics tactful knowledge in the teaching, the formation of the primary school mathematics strategic should has four stages. The first stage: the perception stage of strategic knowledge; The second stage:the experience of strategic knowledge stage; The third stage: strategic knowledge construction phase; The fourth stage: strategic knowledge phase of ascension. Thus, this paper puts forward strategic knowledge of mathematics teaching strategies are:recessive to dominant; To strengthen the teaching activity; Repeated penetration,teaching step by step.In this paper, and with specific lesson "chicken with rabbit cage" problem is taken as an example to talk about the general process of strategic knowledge teaching:independent inquiry, sense of strategic knowledge; Interaction, experience the strategic knowledge; Inductive refining, build strategic knowledge; Practice to consolidate and enhance strategic knowledge.Fifth, in order to verify the effect of strategic knowledge teaching, this paper designed the questionnaire, and the teaching experiment in two classes. Through questionnaire analysis and teaching experiment results found two classes: strategic knowledge teaching, classroom teaching, students’ thinking ability and mathematics learning ability have been improved significantly.