Research On The Accumulation Of Fundamental Mathematical Activity Experience In The Second Learning Period

The Compulsory Mathematics Curriculum Standards(experiment draft)of 2001 edition has made it clear that the “mathematical activity experience” and the mathematics knowledge are collectively referred to as important mathematics knowledge.But in teaching practice,"The mathematical activity experience" has not been paid enough attention to.In Compulsory Mathematics Curriculum Standards(2011),the “fundamental activity experience” has become one of the goals of mathematics curriculum as well as “basic knowledge "," basic skills " and " the basic idea” in the stage of compulsory education.Based on the important position of the "fundamental activity experience" in mathematics curriculum goal,this research explores the subject of the basic mathematical activity experience accumulation on the second period of Primary school.After more than one year of research,the author has put forward the connotation of “fundamental mathematical activity experience”,combining with literature review and practical experience.Meanwhile the author put the “fundamental mathematical activity experience” into three major types,respectively are “direct experience”,“indirect experience” and “composite experience”.And what we have learned is that the teaching and learning of the accumulation of “fundamental mathematical activity experience” has a problem which we called "overheating on theory,lacking of practice".And then,in the comb to the primary school mathematics textbooks(Jiangsu Education Publishing House),the author found that the accumulation of fundamental mathematical activity experience is continuous in the first period and the second period.In the first period,students' mathematics activity experience is given priority to with " Operation Experiences",and the demand of “thinking ability” has significantly enhanced in the second period.The fundamental mathematical activities experience is making the transition from " Operation Experiences " to “Thinking Experience”.By taking the second period as the principal thing,based on the analysis of different types of typical case,we summed up the learning mode of mathematical activity experiences with the same type.The author also put forward the corresponding strategy according to different types of mathematical activity experience and on this basis,the author summed up the common point of the teaching stratagies of mathematical activity experience.