Research On The Current Situation And Countermeasure Of Life-time Mathematics Teaching In Primary Schools

Mathematics is the process by which people grasp the objective world qualitatively and quantitatively,and gradually abstract and generalize the methods and theories that they have formed.Mathematics life teaching is to compare various knowledge elements in mathematics textbooks with various known and unknown mathematical elements in life,and explore their mutual connection,integration,and mutual dependent objective laws by using cases and the form of special seminars for comparative analysis.The age characteristics and cognition rules of the lower grades leading the elementary school students are still in low-order thinking.Teachers need to be creatively guided to turn familiar cases in life into knowledge creatively,and make students accept these knowledge and improve their confidence in learning mathematics.This study focused on five primary schools in Xinxiang City.Through the case study and questionnaire survey method,combing other research methods to understand the classroom teaching of primary school mathematics teachers in-depth,From the teaching goals,teaching context,teaching process and teaching effect of the four aspects of life-oriented teaching research,We understood the current the status quo of life-like mathematics teaching in the lower part of elementary school,and analysis of the problems existed in life-like mathematics in the elementary school,explored the reasons that affect mathematics learning,and putted forward countermeasures to carry out life-like teaching problems in the lower part of mathematics.Based on previous studies on mathematics life teaching and our investigations of mathematics teachers in five primary school in Xinxiang City,this study found that there are four main problems in the life-based teaching of mathematics in the lower part of the primary school: teachers do not understand the goals of life-based teaching deeply;teachers need to improve the setting of life-based teaching situations;the existing settings of life-based teaching methods are not reasonable;the effects of life-based teaching are not satisfactory.On the basis of our questions,this thesis analyzes in detail the reasons for the problems in the lower mathematics life-based teaching in elementary schools in detail: teachers rely heavily on textbooks heavily;teachers do not know enough about student life experiences;teachers' teaching concepts are not outstanding;teachers Ignore students' individual ability.According to the problems and reasons analysis,the following strategies are proposed in a targeted manner: teachers strengthen the establishment of scientific living teaching goals;teachers strive to create living teaching situations;teachers use flexible teaching methods;teacher pay more attention to importance of living teaching.