Investigation And Strategy Research On The Status Quo Of Mathematics Activities In The Second Stage Of Elementary School

Under the influence of the international trend of cultivating students' “core qualities”,under the guidance of China's compulsory education mathematics curriculum standards(2011 edition),and under the influence of the constant update and progress of education concepts,mathematical activities,as a teaching and learning method that can effectively promote students to accumulate experience in basic activities and cultivate students' core qualities,are gradually being applied in the classroom.However,teachers' understanding of the essence and significance of mathematical activities is rather one-sided.Meanwhile,due to various reasons,simple teaching-style teaching still prevails in teaching.In some math classes,the“chalk”is superficially replaced by an “electronic whiteboard”and the one-man show is turned into an occasional group discussion and teacher-student interaction,but the essence is not changed.Although the traditional teaching method can enable students to memorize the formula theorem and skillfully solve the questions on the test paper to some extent,it also limits the development of students' critical thinking,creativity and sociality.These qualities are exactly the key abilities that students must have to adapt to the modern society.According to the above background,first of all,this study summarizes the existing studies on the concept of mathematical activities,and for the first time,mathematical activities are defined from the broad and narrow perspectives.Second,this study using the method of questionnaire,interview method to X primary school in the second period mathematics activities to carry out the present situation investigation.Through the investigation,the author found that: from the perspective of students,the second period of students' interest in mathematics learning and learning initiative need to be strengthened;Students look forward to in the class to participate in the activities of mathematics;Students' consciousness of independent inquiry and problem solving is weak.Students lack of problem-solving methods and ideological guidance;The sixth-grade students are lower than the fourth-grade and fifth-grade students in math learning emotion,math classroom expectation and math activity ability.From the perspective of teachers,although teachers can correctly understand the mathematics teaching objectives and recognize the positive significance of mathematics activities to achieve the teaching objectives,they do not fully understand the nature of mathematics activities,resulting in fewer times of activities and single formsof activities.At the same time,teachers lack the design resources and strategies of mathematical activities,and the development of mathematical activities is not optimistic.Finally,combined with the above problems and specific teaching cases,this paper studies the strategies of carrying out mathematical activities in the second learning stage of primary school,and puts forward the following four strategies:formulating appropriate objectives of mathematical activities;Creating appropriate problem situation;Focus on the diversification of mathematical activity forms;To ensure the thought-provoking mathematical activities.Through this study,the author believes that mathematical activities can enable students to acquire mathematical knowledge,develop mathematical ability and form mathematical core accomplishment,but the positive significance of mathematical activities is not easy to show,which requires students to regularly take the initiative to participate in,teachers need to give students enough opportunities for activities,in practice,continuous research and progress.