Investigation And Countermeasures On The Teaching Status Of Primary School Mathematics

Mathematics teaching knowledge in primary school has the characteristics of systematization,continuity,progression and logic.In contrast,it needs pupils to study mathematics practice for a long time and consume more energy,and many students have lost their interest in learning mathematics in primary school.How to stimulate primary school students’ interest in learning mathematics,based on the rise of the information age of micro-film,micro-video is generally inspired by primary school students,this paper intends to explore the primary school micro-class mathematics teaching system research.Based on the literature method,questionnaire method and classroom observation method,this paper takes the mathematics teachers and some students of Kunshan S Primary School as the research object,and studies their micro-class teaching and micro-class learning effect.This paper summarizes the effectiveness of micro-lesson and micro-lesson teaching by literature method,understands the concept of micro-lesson effectiveness,analyzes the theoretical support of the application of mathematics micro-lesson teaching in primary school,and has cognitive load theory,mastering learning theory and flipping classroom theory.From the teachers’ cognition,design,development,application and effect of micro-lessons,it is found that the problems of micro-lessons teaching are: utilitarian design of micro-lessons,unreasonable content selection of micro-lessons;lack of technical ability of micro-lessons production,single channel of obtaining micro-lessons resources,low quality of micro-lessons video;low attraction of micro-lessons to students,single application of micro-lessons,low acceptance of micro-lessons.The reasons for further analysis are as follows: teachers have misunderstandings about micro-lesson teaching;teachers lack rationality in the design of micro-lesson teaching content;teachers’ ability to micro-lesson teaching is insufficient;The material conditions provided by the school for micro-lesson teaching are insufficient.In view of the above problems and reasons,this paper puts forward the following solutions: changing the concept of micro-lesson design,constantly optimizing the content of micro-lesson teaching,improving teachers’ ability of micro-lesson design;enriching the access of micro-lesson resources to improve the level of micro-lesson video production;enriching the methods of micro-lesson application,improving the support of micro-lesson teaching and improving the facilities and equipment of micro-lesson.