The Research Of Comprehension-and-practice Lesson In Rural Primary Schools’ Mathematics Teaching

There is emphasis on the teaching of mathematics, teaching contents and detached from real life phenomena in mathematics teaching in our past. In 2001 a new round of basic education mathematics curriculum reform requirements:from primary to high school in comprehensive and practical activities, and in 2011, "Full-time Compulsory mathematics curriculum standards (2011 edition)", the comprehensive and integrated practice activity curriculum change and practical classes. Comprehensive and Practical Lesson relating to the accumulation of experience mathematics student activities and practical ability and innovative spirit, become the focus of attention of primary and secondary schools teaching mathematics. In this paper, an example of rural primary school education practice location, status of research and practice of teaching mathematics comprehensive implementation, problems and effective implementation of countermeasures. Research aimed at improving rural primary school mathematics learning experience, improve teaching and practice of integrated rural elementary mathematics lesson.In this paper, on the basis of the relevant literature since mathematics comprehensive and practical courses on implementation to Wushengguan Town five rural primary schools as an example, in which 15 teachers were interviewed with the corresponding classroom observation, and five elementary schools the 450 students in the survey. The study found that Wushengguan Town Primary Mathematics Comprehensive Practice Course and current situation and existing problems are:(1) does not attach importance to the local Department of Education and Mathematics Comprehensive Practice Class, No Curriculum Teaching Evaluation Mechanism; (2) local schools allocation Math curriculum did comprehensive practice course and the corresponding hours; (3) the teacher did not press the curriculum standards in their daily teaching activities; (4) Although students like integrated form, however low and practice classroom participation.The main reasons for these problems are:(1) education administration and school exam-oriented education by the traditional concepts of education shackles; limited (2) literacy teachers and curriculum resources; (3) the students the basics of the weak and not able to develop study habits. In view of this, we propose the following improvements and Practice of Integrated Rural Primary Mathematics Teaching strategies:(1) Strengthening Rural Education to promote and strengthen the management system; (2) provide teachers with appropriate training and curriculum resources outstanding system; (3) to enhance students mathematics learning habits and interest in culture.