Study On The Practice Of Mathematics Teaching Strategy In Pre-teacher Training School

In a hundred years,education is the base.The outline of the national medium and long term educational reform and development plan(2010-2020)puts forward the basic popularization of pre-school education and actively develops preschool education.The Datong pre-teacher training school is the only full-time secondary normal school,which has been approved by the people’s Government of Shanxi Province in the north of Shanxi Province,and is responsible for the training of preschool teachers.Due to the expansion of ordinary high schools,the cultural foundation of pre-teacher training school is becoming increasingly weak,especially in mathematics.Students lack self-confidence in mathematics learning,and some students even give up the idea of "useless mathematics" and give up mathematics learning.The mathematics teaching of pre-teacher training school falls into the predicament of "teachers are hard to teach and students are hard to learn",and the quality of mathematics teaching is difficult to guarantee.However,as a basic discipline,mathematics is closely related to human social life.Learning mathematics not only helps us solve practical problems in life,but also helps us to train our thinking and develop good learning quality.Therefore,in order to successfully accomplish the goal of mathematics teaching and gradually improve students’ mathematics literacy,we need to improve the teaching strategies of pre-teacher training school mathematics.First of all,this paper summarizes the theoretical basis of pre-teacher training school mathematics teaching strategies through literature retrieval.To investigate the practical application of mathematics teaching strategies for preschool teachers,and find the following problems in the application of mathematics teaching strategies in our school: lack of understanding of the learning situation,unable to take care of all students;the teaching content is not reasonable,lack of rigor;teaching methods are inflexible and lack of interest;the work design is not clear,teaching is not clear.The effect is difficult to consolidate;teaching evaluation mainly depends on results and neglects procedural performance.Secondly,through the analysis of the problems produced in the mathematics teaching practice,the following suggestions are given for the mathematics teaching of the school: creating the situation with the help of games,problems and stories,attracting students’ attention,stimulating students’ interest in mathematics learning,paying attention to the learning situation,teaching the content in small steps and infiltrating the mathematics culture,Feel the beauty of mathematics;contact the practice of life,strengthen the application of mathematics;stratified homework,attach importance to the consolidation of mathematical knowledge;attach importance to the evaluation of students’ daily teaching participation and the evaluation methods of stage assessment.Finally,the teaching practice was carried out from three classes: concept class,principle class and problem solving class,and the teaching strategy was tested and achieved good teaching results.