The Research Of The Thought Of Number-graph Combination Of Promoting In The Fourth Grade Of The Primary School

The mathematics curriculum standard for compulsory education(2011 edition)makes clear requirements for mathematical thinking in the curriculum goal,and the mathematics curriculum standard for ordinary high school(2017 edition)also points out the key is to develop students' intuitive imagination in the curriculum goal,which is the core quality of the mathematics discipline.The thought of symbolic-graphic combination is not only one of the most important mathematical thoughts,but also an important basis for the arrangement of elementary mathematics textbooks.It also coincides with the core accomplishment of "intuitive imagination" to solve mathematical problems by using spatial form,especially graphical understanding.It can be seen that it is an inevitable requirement in embodying the curriculum standards and the connotation of textbooks to infiltrate the thought of symbolic-graphic combination in the primary school mathematics teaching.However,there are some phenomena in the actual primary school teaching,such as insufficient infiltration,indifference from teachers and so on.Therefore,the author makes the investigation and study of the ideological penetration's current situation of based on the current post of xilinhot city primary school,hoping to contribute to promoting the mathematics teaching quality of primary school in xilinhot city.The study is divided into five parts,and its main contents are introduced as follows:The first part is the introduction,which not only introduces the raised questions and research purpose,significance,thinking,methods,but also states domestic and foreign research status and innovation.According to the literature at home and abroad,the existing researches mainly start with the important role of the combination of number and form in mathematics and then carry out case analysis for it.Also,most of the researches are in middle and high schools,but few in primary schools.And there is a lack of regional research.At present,there is no investigation and research based on the current situation of the thought of combination of number and shape in the teaching of primary school mathematics in a certain region,and no scholars have conducted investigation and research on the infiltration of the thought of combination of number and shape in primary schools in xilinhot.Therefore,the author conducted the task.The second part is the concept definition and educational value analysis of symbolic-graphic combination.The combination of number and shape is an important mathematical thinking method,which is to study the quantitative relation with the help of figure or to study the nature of figure with the help of quantitative relation.From the perspective of psychology and through the elaboration of constructivism theory,cognitive representation theory,this paper illustrates that the combination of numbers and shapes in the mathematical teaching of primary schools can not only implement the requirements of curriculum standards,but also promote the students' mastery of mathematical knowledge and the development of mathematical thinking.The third part expounds the embodiment of the thought of symbolic-graphic combination.The author takes Chinese textbook for Grade Fourth as an example to sort out the content related to the idea of combining numbers and shapes,which is presented in the light and hidden in the dark,and to analyze the specific cases in the fourth grade textbooks.The ideas of combining number and form in the textbooks are presented in three forms: "helping number with form","solving form with number" and "helping number with form",hope to provide reference for primary school mathematics teachers.The fourth part presents the infiltration status and existing problems of the thought of combination of numbers and forms in xilinhot primary schools.This paper divides the idea of number-shape combination into three aspects: "helping number with form ","solving form with number" and "helping number with form",and analyzes the survey results by means of questionnaire survey and interviewing.to investigate and analyzes the survey results.Finally,it is found that teachers have insufficient understanding of the thought of symbolic-graphic combination,there are errors in the selection of infiltration contents,and students ignore it in the evaluation.The reason lies in the fact that teachers seldom learn relevant content of logarithmic and geometric combination,lack of textbook mining,and lack of school support,which lays the foundation for accurately proposing improvement strategies.The fifth part,based on the problems found in the survey and interview,six teaching strategies are given and case descriptions are attached.First,play the role of cases and experience the function of helping number with form;Second,analyze the digital characteristics of the graph and understand the essence of the graph;Third,according to the teaching content,grasp the infiltration opportunity;Fourth,strengthen appropriate training;Fifth,include the classroom teaching objectives;Sixth,make multiple evaluations.