| In recent years,deep teaching has been widely concerned by scholars and deeply studied.Deep teaching is not to teach knowledge as difficult as possible,even beyond the learning content of students at the age stage,but to enable teaching to promote students’deep development and deep learning,so that the teaching is no longer just in the cold teaching of knowledge symbols.The primary school mathematics concept to the mathematics knowledge function,is like the human body cell to maintain the life general to maintain the mathematics the survival.The concepts in primary mathematics textbooks are mostly concrete concepts,and the presentation form in primary mathematics textbooks is also the language of semi-definition and description.Concrete concepts do not mean that mathematical concepts do not have rich connotations,and simple presentation forms do not represent the simplicity of the formation process of mathematical concepts.The more simple things are,the richer the connotations,values and thoughts are.Especially the primary school mathematics study is the student studies the system mathematics knowledge foundation therefore the elementary school mathematics concept depth teaching appears extremely important in the current classroom teaching reform deepening period.Not only the mathematics classroom teaching reform requests the elementary school mathematics concept to carry on the depth teaching,but also is the entire big social background and the time development tidal current decision.The deep teaching of primary mathematics concept is to let students deeply participate in the process of primary mathematics concept teaching and grasp the essence of mathematics concept teaching.Depth of students involved in the elementary school mathematics concept teaching,help students to understand the formation process of mathematical concept,background,cultural sense of mathematical concept in observation,comparison,induction,summary and abstract mathematical concepts in the process of developing the students’ learning ability in mathematics,mathematical language expression ability,the ability to generalise,at the same time developing the students’abstract logical thinking and image thinking.A deep understanding of the essence of mathematical concepts is not only to grasp the symbolic form of mathematical concepts,but also to accurately understand the essential characteristics and extension of mathematical concepts,and flexibly apply mathematical concepts to solve relevant problems in mathematics and life.In this paper,through questionnaires and classroom observation,that students learning math concepts exist currently single mathematical concept essence understanding,understanding of mathematical concept is fuzzy,the mathematics concept learning interest is not high,the main part of the reason is that teachers’ insufficient understanding of the nature of mathematical concept,improper positioning mathematics concept teaching and the lack of understanding of mathematical concepts of education value.This paper puts forward some Suggestions to solve the problems existing in the deep teaching of mathematical concepts.In terms of teaching strategies,positive and negative example teaching can be used to improve the discriminability of mathematical concepts,variable teaching can be used to improve the flexibility of mathematical concept transfer,the connection between mathematical concepts and students’experience can be strengthened from concrete examples,and the interest of students in learning mathematical concepts can be enhanced by mathematical stories.Teachers themselves should also strengthen the deep understanding of the essence of mathematical concepts and change the concept of mathematical concept teaching. |
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