Investigation On Implement Situation Of Rural Primary Mathematics Activity Class

With the deepening of the curriculum reform,mathematics activity has gotten more and more importance in primary school as an independent math curriculum type.The implementation of the math activity course in primary school reflects the inevitable trend of the development of modern curriculum,which carries out our country’s needs on comprehensive quality education and all-round development of students’ potential and comprehensive quality.From 2001 to the present,Mathematics activity course has encountered a lot of challenges.During the ten years’ promotion of math activity course,some certain achievements have been gotten in some municipal school with strong teachers,but in remote rural schools,whether they support the development of math activity course and whether the teachers have a clear understanding on this course are all worth exploring.In this paper,firstly,the relevant literature is studied,and the mathematical activity class is defined.Through the questionnaire,interview and so on,the status of the implementation of mathematics activity course in rural primary school were investigated.And the survey suggested that,rural primary school mathematics teachers generally recognized the teaching value and practical significance of the mathematics activity course,and students also have strong willingness of attending the course,but this course has not yet gotten a well-implementation in rural primary school.The objective reason is the lack of teaching resources and the implementation of policy support.And the subjective reason is that teachers lack the experience and teaching ability of mathematics activity course.Based on the status of implementation,this paper studies further the teaching strategy of math activity course,describes the teaching design principles,teaching resources development and teaching case on the course,and puts forward the concrete tactics of the course’s implementation.