Research On The Teaching Status And Improvement Strategies Of The Second-stage Mathematics Practice Class In Elementary School

Since the new curriculum reform,mathematics education has continuously emphasized the need to focus on students' independent exploration and innovation,but exploration and innovation must have a certain foundation.Without knowledge and skills,innovation is a source of water and no roots.Since then,the important position of the practice class that carries the teaching function of "consolidating knowledge and strengthening skills" is self-evident.However,in practice,there are practical problems such as low attention in mathematics practice classes and less optimistic teaching situations.Therefore,discussing the value implication and improvement of primary school mathematics practice classes from the perspective of theoretical combing and empirical investigation is of great significance to promote the overall improvement of the teaching situation of practice classes.First of all,regarding the teaching value of decimal math practice classes,this research is mainly based on theoretical and development perspectives.Based on the knowledge perspective,the practice classes have the advantages of consolidating and strengthening new knowledge,mastering basic skills,communicating related knowledge,using knowledge flexibly,and supplementing knowledge.Defective teaching function;Based on the perspective of development,the practice class has teaching functions of developing learning habits,mastering problem solving methods,and improving mathematical thinking.Second,this study uses questionnaires,interviews,and observations to investigate the mathematics practice lessons of the second stage of L primary school from the perspectives of students' learning psychology,learning behavior,and learning gains,as well as teachers' teaching psychology,teaching preparation,and teaching implementation.The current teaching situation was investigated.The survey results show that the teaching status of the L elementary school practice class presents the following three characteristics: the psychological state of teaching and learning is relatively positive,the behavioral performance of teaching and learning is relatively stable,and the teaching effect is generally more gratifying,but if it comes out of "reflection " From the perspective of " improvement ",there are still some problems to be improved.From the perspective of students,the existing problems are: practice one-sided observation,practice passive answering,insufficient analysis and sorting ofwrong questions,and a lack of mutual assistance and communication atmosphere.From the teacher's perspective,the problems are: the pattern of teaching objectives,the lack of design of the practice content,the monotonous form of practice,the lack of multiple guidance subjects,and the single feedback method.After an in-depth analysis of the survey results,this study attributed the root causes of the problems in the practice class to the students' own factors,teachers' teaching factors,and educational environment factors.Finally,based on the above considerations,this research mainly focuses on the two aspects of student learning and teacher teaching to propose strategies for improving practice teaching,with a view to realizing the true teaching value of practice courses.As far as student learning is concerned,I hope students are proficient in problem solving,good at correcting mistakes,courageous to ask for help,and willing to communicate;in terms of teacher teaching,it is recommended that teachers change their teaching concepts,clarify teaching goals,increase the design of exercise problems,arrange the distribution of exercise problems,and enrich practice presentation forms;at the same time,focus on targeted guidance,timely feedback,and guided reflection.