Research On Mathematics Concept Teaching In Primary School Under The Idea Of Deep Teaching

According to the needs of mathematics curriculum reform,the requirements of mathematics curriculum standards and the development trend of mathematics in-depth teaching,in order to return to the essence of mathematics concept teaching in primary schools,improve the level of concept teaching and expand the depth of concept teaching,this study adopts classroom observation and case analysis methods,from the three aspects of analysis,design and guidance of in-depth teaching,analyzing the concept teaching of "Recognition of ratio" taught by primary mathematics super-level teachers.In the analysis of in-depth teaching,based on the two front-end analysis of teaching materials and academic conditions,this paper analyzes the teacher’s interpretation of the teaching materials from the four dimensions of the essence and core,multi-dimensional connotation,ontology knowledge and basic structure of the textbook;The three dimensions of endogenous and developmental areas analyze the analysis of teachers’ academic situation.In the design of in-depth teaching,based on the four design dimensions of teaching objectives,teaching content,subject issues and teaching activities,this paper analyzes the content design of the target,the problematic design of the content,the active design of the problem and the activities serialization design of teachers in the concept teachingIn the guidance of in-depth teaching,based on the reflective teaching of the essence of textbooks,the dialogue teaching of touching the soul,the stepped teaching of continuous construction and the understanding teaching of constructive meaning,this paper analyzes the guiding methods and characteristics of teachers in the teaching of mathematical concepts in primary schools.Through the analysis of the three practical links of the analysis,design and guidance of the super-level teachers in the concept teaching,this paper puts forward six suggestions from the front-end analysis,transformation design and guidance mode: grasping the knowledge structure,changing the way of understanding textbooks;understanding students in depth,improving their ability to analyze academic situations;setting up problem situations tostimulate students’ interest in learning;designing in-depth activities to develop students’ mathematical thinking;transform the role of teachers and construct an environment of equal dialogue;focus on the essence of the concept and give play to the value of teaching and educating people.