Study On Teaching Strategies Of "Number Cognition" Of Life Mathematics In Primary School Of Mental Retardation

It can be seen from the authoritative monographs such as curriculum standard,textbook and primary school mathematics curriculum and teaching theory that "the understanding of number" is the key part of the content of primary school mathematics learning,and the quality of "the understanding of number" as the field of "number and operation" is valued by the majority of education researchers.Its educational significance lies in that through the improvement of students' understanding of numbers,it can develop the core qualities of mathematical subjects such as mathematical abstraction,logical reasoning,mathematical modeling,intuitive imagination,mathematical operation,mathematical analysis,etc.So as to better help them understand and understand the world.It is not only the content that primary school mathematics teachers should pay attention to,but also the important aspect of theoretical research and practical exploration to master the core quality of mathematics "number cognition",grasp the specific content of "number cognition",clarify the basic elements of "number cognition",fully grasp the basic theory of "number cognition" and apply it to practical teaching.In the literature research and data processing,it is found that scholars often combine the basic theory of pedagogy to verify the students' learning situation in the aspect of "number cognition".This study attempts to clarify the knowledge context of "number cognition" from the perspective of mathematics,combine with the research results of psychology,curriculum standards and textbooks,and from the expected learning results of primary school students in the intelligence training school,preliminarily divide the development stage of "number cognition" of students with mental retardation,then clarify the learning content and characteristics of students in each stage,and put forward the targeted teaching in each stage Learning strategies and implementation suggestions.First of all,this study uses the literature analysis method to construct thedevelopment elements of "number cognition";secondly,according to each element,it combs out the curriculum standards and specific contents of teaching materials of the first to sixth grades of the primary school of the intelligence training school,and divides the corresponding development stages;thirdly,it uses the text analysis method,classroom observation,teacher interview,expert consultation,typical case and teaching plan data sorting,and analyzes each of them specifically The first stage of curriculum and teaching materials,summarizes the connotation and characteristics of each stage,clarifies the key knowledge points of each stage,and puts forward the corresponding teaching strategies.Finally,the conclusion of this study is that the development of "number cognition" of primary school life mathematics can be divided into three stages,stage one: the perceptual stage of action thinking(first and second grade),stage two: the transitional stage of image thinking(third and fourth grade),third stage: abstract thinking development stage(fifth and sixth grade),study the development law of "number cognition" between stages,the relationship between "number cognition" and other core literacy,conduct teaching reflection and put forward targeted teaching strategies.