Research On The Present Situation And Strategies Of Mathematics Wide-angle Teaching In The Fourth To Sixth Grades Of Rural Primary Schools

"Compulsory Education Mathematics Curriculum Standards(2011 edition)" clearly points out that students should master "four basic" and "four abilities" through mathematics learning in compulsory education stage.According to the curriculum standard,there are obvious changes in the curriculum design of elementary mathematics textbooks."Mathematics Wide Angle" is a very distinctive "module" in elementary school mathematics textbooks.It is novel in content,closely related to life,and has certain difficulties.There are some teaching problems in the wide-angle teaching of mathematics in rural primary school mathematics teachers,which have not been effectively solved.Most rural teachers and students need theoretical support and practical guidance urgently.Therefore,the teaching unit "Mathematics Wide Angle" which reflects the requirements of curriculum standards in primary school mathematics textbooks is selected for research.Firstly,through the literature analysis method,we collected a lot of relevant literature on "wide angle of mathematics",and made a deep exploration and Research on it,and summarized the research status at home and abroad.By searching literature and reading the existing research,the two basic concepts involved in the research are defined as "mathematical wide angle" and "mathematical thinking method".Next,this paper takes math teachers and students from grade 4 to grade 6 of rural primary schools in two townships of a county in Xinxiang City,Henan Province as the research object.Through questionnaires,interviews and classroom observation,this paper studies the teaching status of mathematics wide-angle course in rural primary schools from five dimensions: teachers' attitudes toward "mathematics wide-angle","setting teaching objectives","choosing teaching methods","implementing teaching process" and "reflecting on teaching".The main problems in wide-angle teaching of mathematics in rural primary schools are found as follows:The setting of teaching objectives is too arbitrary and lacks self-reflection and in-depth analysis;Teachers' professionalism is low,classroom evaluation terms are unreasonable,and there is a lack of active thinking in the classroom;Emphasis should be laid on the application of formulas,memorizing conclusions and summarizing steps,while neglecting the teaching process and students' participation;Not familiar with the textbook,textbook reading is poor;The infiltration of mathematical thought and method is insufficient.Then,after in-depth analysis of these problems,the corresponding improvement strategies are put forward as follows:Taking students as the main body to determine the teaching objectives;Strengthen the training of teachers and improve their professional quality;We should also teach the students in class,let them be the real masters,and give full play to the teacher evaluation system;Comprehensive analysis and intensive reading of textbooks to clarify the characteristics of textbook arrangement;Pay attention to the infiltration of ideas and methods.Finally,according to the design of these teaching strategies,a teaching case is given,I hope to provide suggestions and guidance for the implementation of wide-angle mathematics teaching in rural primary schools,promote the teaching and research of wide-angle mathematics in rural primary schools,and improve the quality of mathematics teaching in rural primary schools and students' mathematical literacy.