Research On The Application Of Story In Mathematics Classroom Teaching In Primary School

Stories have been used in education and teaching for a long time.For primary school students,they are born to like listening to stories,and stories are easier to enter the hearts of children.Stories have rich teaching value,which can enhance students’ interest in learning and help students understand abstract knowledge.In primary school mathematics teaching,the story also exists as an indispensable teaching content,this part of the story is the mathematics history story produced in the course of mathematics development.At the same time,from the perspective of narrative theory,the structure of the story has something in common with the structure of the classroom teaching of mathematics.Classroom teaching itself is also a kind of narrative.For example,the solution of conflicts in the classroom teaching of mathematics is similar to the structure of the story.And story is also a kind of narrative thinking,children are more inclined to narrative thinking,narrative thinking is conducive to students to understand the meaning of the real world.On this basis,through combing the literature found that most of the teachers of mathematics in the application of story,story should play the role of instrumental,mostly used to create interest,understand the concept,etc.,there are also teachers’ attention to the elementary school mathematics teaching content itself exists in the mathematical history story,etc.,but fewer teachers consider the mathematics classroom teaching design into a story,arouse the enthusiasm of students learning,It is advocated to organize classroom teaching in a narrative way,and the process of experiencing the story is the process of completing the learning of mathematics course.So considering the elementary school low section mathematics learning characteristics of children,in this study the application of the story in the elementary school low section mathematics classroom teaching as the research point,based on the constructivism learning theory,and the theory of situated cognition theory and narrative theory,through the literature method,text analysis,interviews,classroom observation and case analysis as the research method,Based on the theoretical analysis and realistic basis of the application of stories,the feasibility and necessity of the application of stories are clarified.Then,the specific ways of the application of stories are further explained through case analysis based on three application approaches,namely,stories as tools,content and process.Then,through interview investigation and classroom observation,the problems existing in the application of stories are further found.Then,the reasons are analyzed and the improvement suggestions are put forward based on the theory.Therefore,this study is divided into six parts for elaboration.The introduction of this study includes the origin of the study,the definition of core concepts,literature review,research purpose and significance,research ideas and methods,etc.The literature review part provides certain theoretical and practical basis for this research,and determines the direction and thinking of this research.The first part is a theoretical analysis of the application of stories in primary school mathematics class teaching.Combining with the content and characteristics of low-level mathematics teaching in primary schools,the researcher explains that the story in this study is different from other text stories and expresses the connotation of the story from the aspects of the content,source and structure of the story.At the same time,the paper analyzes the relationship between the elements of story and classroom teaching in the application of story.Secondly,combining with primary school low-level mathematics teaching,the theoretical basis and teaching value of story application are expounded.The second part is the realistic basis of the application of the story in the lower mathematics classroom teaching in primary schools.Based on my own thinking and text analysis,this paper further explains the realistic basis of the application of stories by focusing on the students,textbooks and teachers in connection with the actual teaching situation of lower-level mathematics in primary schools.First of all,from the perspective of students,students have a specific story standpoint,students like the story to prove that the story application is feasible;Secondly,there is the story material in the textbook,and the primary school low-level mathematics textbook itself has the characteristics and elements of the story.Last but not least,teachers should have the accomplishment of story.The third part is the specific way of the application of stories in the primary school lower mathematics classroom teaching.Story by reading literature and collecting mathematics teaching case,around the story as a teaching tool,as the teaching content and story as this paper expounds three ways of teaching process,the first of each application ways of theory in this paper,the analysis of the application types of mathematics teaching effect,combining the actual situation of classroom teaching application,application of key steps,Secondly,combining with specific story cases,it explains the specific ways and practices of teachers in the application of stories.The purpose is to establish a clear idea of story application,which can be used for reference by teachers in story application.The fourth part is the investigation of the status quo of the application of story in primary school mathematics classroom teaching.This paper mainly investigates and interviews lower-level math teachers in first-line primary schools through the interview method to understand the relevant practices of teachers in the preparation stage,practice stage and evaluation stage of story application.Thorough classroom at the same time,to observe the application amount and stories related to the classroom,teachers choose main observation of the story,by the way,the concrete practice of the achievement of the teaching effect and so on,the purpose lies in the result of the present situation investigation and analysis,found the story of the application of the overall problem and based on the story of three different applications,the problems existing in the way of Analyze and summarize the reasons behind it.For example,the stories of the history of mathematics are mainly told by teachers and students’ experience is weak.The reason for this problem is that teachers have a one-sided understanding of the application of stories,that is,telling stories.The fifth part is the improvement suggestion of the application of story in primary school mathematics class teaching.Based on the analysis of the problems existing in the application of stories and the reasons behind them,combined with theoretical basis and practical experience,relevant suggestions are put forward for the preparation stage,practice stage and evaluation stage of the application of stories.