The Fundamental Problem Research Of Philosophy For Children Into Subject

This study is a further exploration of philosophy for children into mathematics education. The existing philosophy for children into mathematics teaching only focus on the research methods. I think two ways of teaching are available about children philosophy into mathematics education:One is philosophy class for children combining with Mathematics learning value and learning strategies and the other is math lesson combining with philosophy research methods. They enable mathematics class to carry out the education about the students’values, interests, skills, etc, improve the internal learning motivation, so as to improve students learning level and promote the comprehensive development of students rather than undertake to the student knowledge. They promote the development of students’ability in thinking, communication and active learning.The study uses literature research which analysises existing philosophy for children research material, using action research and classroom observation practice research, compare philosophy for children thinking and mathematical thinking, summarizing the characteristics of philosophy for children into mathematics teaching class and significance.Philosophy for children integrates in mathematics teaching in the form of group research and dialogue teaching. It can reach the fusion with Constructivism teaching and express that learning is a process of meaning construction. Also, it improves the implementation of the " the basic knowledge and basic skills" strategy so that it helps to form lively dialogue, exploring, multidirectional communicating class. Philosophy for children integrating in mathematics teaching improves traditional mathematics class teaching mode, changes the student’s study way and carry out the concept of teachers’ role as class organizers, guiders and cooperators and improve teachers’ comprehensive teaching quality.The research can solve the exam-oriented education present situation which values the result and teaching but neglect the education process and studying. It improves the efficiency of education about values education and non-intelligence factors, and promotes the active participation of students’learning to enrich the theory of mathematics teaching.