Investigation On The Current Situation Of Mathematics Teaching In Primary Schools And Research On Improvement Strategies

"Compulsory Education Mathematics Curriculum Standards(2011 Edition)" pointed out that the mathematics curriculum in the compulsory education stage is one of the important courses to cultivate the quality of citizens,which is basic,universal and developmental.Through the study of the course,students are required to master the necessary basic knowledge,basic skills and basic ideas,accumulate basic experience of mathematical activities,develop abstract thinking and reasoning ability,continuously improve practical application ability and innovation consciousness,and promote students’ emotions,Developments in attitudes and values.This shows that the mathematics teaching in primary school has a very important responsibility.This study begins with the background of the elementary school mathematics curriculum and the main problems existing in the mathematics teaching of the school(S elementary school)where the author is internship.Through the literature analysis method,the domestic primary school mathematics "classroom questioning","multimedia teaching application" and "accumulation" The basic theoretical and practical research results of the three basic aspects of mathematics activities are sorted out,and the relevant teaching strategies for solving the problems in the mathematics classroom of the school are proposed in combination with the reality of the school.Select the learning content in the field of “Graphics and Geometry” in the fifth grade,and on the basis of analyzing the teaching objectives,design the application schemes of the three teaching strategies of “questioning”,“multimedia courseware” teaching application and “accumulating basic mathematics activities”.Collect relevant data in the process of implementing the program,test the research hypothesis through data analysis,and explore the basic ways to improve the quality of mathematics teaching in primary schools.This study uses the questionnaire survey method,classroom observation method,interview method,etc.to understand the current situation of S primary school mathematics teaching,and then put forward research questions.In the teaching design and implementation stage,the author’s internship class(fourth grade and four classes)is selected as the experimental class,and another parallel class(five grade three classes)taught by the experimental class mathematics teacher is selected as the control class to conduct experimental research.The experimental class applies three teaching strategies to teach,and collects relevant data after each strategy is implemented for a period of time,through student interviews,difference test(t test,chi-square test),and Flemish interactive analysis.Qualitative or quantitative analysis to compare and evaluate the effects of implementation.Practice has shown that rationally designing classroom questions,stratifying problems and students,and designing different ways of answering questions according to different levels of students,such classroom “questioning” strategies are beneficial to enhance the classroom participation and enthusiasm of students with learning difficulties;Using the advantages of multimedia courseware,the abstract problem can be visualized,so that primary school students can understand relevant learning content;scientifically and rationally organize mathematics activities,and guide students to accumulate basic mathematics activities,which can improve the participation of students in learning activities to a certain extent.It embodies the teaching philosophy of “doing middle school”.The preliminary research results show that the appropriate application of the three teaching strategies of classroom “questioning”,“multimedia courseware” teaching application and “accumulating mathematics basic activity experience” is conducive to the implementation of the requirements of primary school mathematics curriculum standard,and has improved the S primary school mathematics classroom to some extent.The current state of teaching contributes to the improvement of teaching effectiveness.