Action Research Based On The Teaching Of "graphic Recognition" Based On The Process Of Knowledge Formation

Mathematics is the science of studying quantitative relations and spatial forms in the real world,that is,the science of "numbers" and "shapes",in which "shapes"refer to the knowledge of geometric figures.Graphic cognition is one of the important parts in the teaching of "Graphics and Geometry" in primary school mathematics,and it is also the basis for further study of geometry.Geometry teaching is not only conducive to the cultivation of pupils'logical thinking,but also conducive to shaping the image of.pupils' thinking,and form a certain concept of space,enhance cognitive ability.New curriculum standards put forward clear requirements for teachers to guide students to experience the formation of knowledge in teaching activities.We will find that the learning objectives of the new curriculum standards can be described in four aspects.The goal narration of knowledge and skills is "experience...Process "and"participation...n Among them,the learning goal of space and graphics knowledge is:"through the process of abstraction,classification,nature exploration,movement,location determination of graphics,master the basic knowledge and basic skills of space and graphics." Here,we can see that the new curriculum standards put the students experience the formation of knowledge in a very important position.Graphic cognition is one of the important parts in the teaching of "Graphics and Geometry" in primary school mathematics,and it is also the basis for further study of geometry.Geometry teaching is not only conducive to the cultivation of pupils'logical thinking,but also conducive to shaping the image of pupils' thinking,and form a certain concept of space,enhance cognitive ability.However,in our classroom teaching,there are still teachers who throw out solutions or formulaic conclusions in a few words.This phenomenon still occurs in classroom teaching,which emphasizes the results but neglects the process.Especially in the teaching of space and graphics knowledge,there are some phenomena,such as concept revealing,formula deducing,the discussion of the nature and law of graphics,the movement and change of graphics,in which the teacher tells hard,the students memorize hard,and the students copy hard when using them.The students only know what they know,but do not know why.Therefore,this paper adopts the methods of literature research,case study,action research,questionnaire survey and interview in teaching research.At present,our country has carried out action research on the teaching of "graphic knowledge" in elementary school mathematics teaching based on the formation process of experience knowledge.The results of this study suggest that graphical knowledge teaching based on the process of experiential knowledge formation can not only enhance thee effectiveness of graphical knowledge teaching and learning in primary schools,but also promote students to closely relate their own life experiences,existing mathematical knowledge and related learning contents,and thus promote students to be able to In the process of knowledge formation,we should improve interest in mathematics learning.However,in the process of designing elementary school mathematics teaching based on the process of knowledge formation,it is necessary not only to control the students'learning situation comprehensively,but also to apply it reasonably from the teaching practice,so as to achieve the goal of improving the teaching quality in an all-round way.The research mainly concentrates in the junior middle school stage,even in the elementary school mathematics teaching research also concentrates mainly in the elementary school second stage to the elementary school first stage "the graph understanding" teaching research is relatively few.In terms of education and teaching,front-line teachers attach importance to logarithmic and algebraic teaching and despise the teaching of geometric figures.Therefore,this study is based on the experience of knowledge formation process on the primary school "graphics knowledge" teaching system analysis,and the use of both theory and practice research methods,combined with primary school mathematics textbooks graphics knowledge content,in-depth analysis of students'learning on the basis of the use of appropriate teaching methods to design effective Feasible teaching process,instructed by mathematics teachers and detailed records of classroom teachers'teaching behavior,students' learning behavior and other dynamic processes,in order to form a typical teaching case,to provide practical materials for the study of the subject.