Study On The Countermeasure Of Improving The Quality Of Mathematics Teaching In Primary Schools By Using "Classes Communication" In Rural Areas

Nowadays,human society has entered the era of information,and modern information technology has revolutionized the development of education.The “Classes communication” is another huge basic education network construction project after the “Schools Communication” and the “Modern distance education project”,as a product of the development of informational education,the “Classes communication” achieved the organic integration of educational informationalization with primary school mathematics teaching,enriched primary school mathematics teaching resources,and effectively improved the teaching and learning methods.In Leishan county,Guizhou province,the implementation of the “Classes Communication” project started in March 2017,and by November 2017 the construction of hardware facilities basically completed.How to make better use of “Classes Communication” to serve the primary school mathematics teaching and further promote the development of elementary education informationization in schools from Leishan county has become an important subject at present.Based on the original intention of promoting the sustained and healthy development of “Classes Communication” in Schools of Leishan County,the author has carried out the countermeasure research of using “Classes Communication” in rural areas to improve the quality of primary school mathematics teaching,hoping to understand the real application of “Classes Communication” in primary school mathematics teaching in Leishan County,and find that there exists in the process of using “Classes Communication”.To solve these problems,we try to find out some strategies and suggestions for rural primary schools to improve the quality of primary school mathematics teaching by using “Classes Communication” so as to better guide local primary school mathematics teachers to use “Classes Communication” scientifically and rationally to improve the quality of primary school mathematics teaching.This paper mainly uses questionnaire survey method,classroom observation method,and interview method,investigating and visiting primary school mathematics teachers and pupils from the following five towns(Danjiang,Xijiang,Yongle,Datang,Dadi Shui ethnic minority)in Leishan county.The content of the survey mainly includes the basic information of teachers,the resource construction of “Classes Communication”,the application of “Classes Communication”,the management,maintenance and training of “Classes Communication” and the influence of “Classes Communication” on students.Through investigation,the following problems were found in the application of “Classes Communication” in the mathematics teaching of primary schools in Leishan county: teachers' understanding of the “Classes Communication” is not deep enough;high-quality resources cannot meet the needs of primary school mathematics classroom teaching;the utilization rate of the “Classes Communication” is not high;the education resource type,knowledge content and teaching method used by teachers were relatively single;the information technology application ability of teachers was not strong;the adaptability and receptivity of students was low.The reasons were analyzed from five aspects :there was no fundamental change in teachers' teaching concepts;the high-quality digital education resources of “Classes Communication” in primary schools were scarce and the access to them was single;less training on “Classes Communication” for primary school mathematics teachers;unscientific teaching methods and application methods of teachers in the context of “Classes Communication”;insufficient attention of school leaders and lack of effective evaluation,supervision,management and incentive mechanism.In view of the problems existing in the application of “Classes Communication” in the mathematics teaching of primary schools in Leishan county,nine strategic Suggestions were put forward at last Aiming at the problems existing in the application of “Classes Communication” in mathematics teaching of primary schools in Leishan County,nine strategies and suggestions are put forward at last.: establish the “Classes Communication” development team and construct the resource library of the mathematics number education in primary schools;create a resource sharing system platform for primary school mathematics teaching,and promote the sharing of high-quality resources;change teachers' concepts and deepen their understanding of “Classes Communication”;strengthen teacher training and improve the information technology application ability of teachers in various aspects;improve the “Classes Communication” teaching evaluation system,and improve the classroom effect and teaching quality of primary school mathematics;Make use of “Classes Communication” to prepare lessons and organize teaching to reduce teachers' teaching workload;Use “Classes Communication” to create problem scenarios to stimulate students' interest in learning;Apply “Classes Communication” to solve difficulties in mathematics teaching and enhance students' understanding;Use “Classes Communication” to collect information and cultivate students' spirit of inquiry;Use “Classes Communication” to create problem scenarios to stimulate students' interest in learning;Using “Classes Communication” to solve the difficulties in mathematics teaching and enhance students' understanding;Use “Classes Communication” to collect information and cultivate students' spirit of inquiry.