Study On The Teaching Strategies Of Primary School Mathematics Complex Problem Solve Based On Modeling Thought

At present,the research on primary school mathematics problem solving and mathematics application problem solving focuses on the lower level of the study of simple mathematical problems,The lack of more complex problems,the higher grade students' high-level mathematical thinking process research,the current primary school students problem-solving ability to achieve the goal is not enough.Complex mathematics problems in primary schools are characterized by situations close to real life,existing mathematical information that needs to be deeply mined,many steps to solve problems,obvious mathematical ideas contained in them,and high abstract thinking ability of students.These characteristics are more conducive to the development of students' thinking and cognition,the formation of flexible transfer of advanced knowledge,and can promote the development of students' practical problem solving ability.However,when solving more complex problems,the arithmetic method as the basic way is definitely not able to meet the needs of solving practical problems,and students will also be distressed because the traditional problem solving methods can not reach the effect.The teaching of complex problem solving in elementary school mathematics based on model idea is helpful to optimize students' ideas of complex problem solving,improve students' learning methods and promote students' thinking ability.This paper aims to start from the teacher's application of model thinking to solve the related problems of primary school mathematics complex problems,combined with the existing research results,put forward the teaching strategies based on model thinking to solve the complex problems of primary school mathematics,in order to optimize the effect of teachers' application of model thinking to teaching.This study adopts four research methods: literature analysis,interview,classroom observation and case study.Firstly,the relevant literature and works were sorted out,and based on Sweller's cognitive load theory and Bolia's problem solving theory,the process model of complex problem solving teaching in primary school mathematics was constructed based on the model idea.In the form of interviews and classroom observation,this paper understands the current situation of the penetration of mathematical model ideas in primary schools and the current situation of problem solving teaching,obtains the results of the current situation investigation,and analyzes the corresponding problems and causes according to the results,thus puts forward the objective teaching strategies.At the time of proposing teaching strategies,some teaching fragments are attached to prove the effectiveness and applicability of teaching strategies in specific teaching practice.The first part of this paper is the introduction,which uses the literature analysis method to expatiate the feasibility of the model idea in solving complex problems in primary school mathematics.Under the guidance of the problem solving theory and the cognitive load theory,the research ideas are determined and the definition of the core concepts is defined,which lays the theoretical foundation for proposing teaching strategies in the following part.The core concept of the research problem is defined to lay a theoretical foundation for the study of teaching strategies.The second part is the explanation of solving the complex problems in elementary school mathematics based on the model idea.Based on the analysis of the unbenign structure of the structural problems,the complexity expression dimension of the complex problems in elementary school mathematics is determined,and the main characteristic expression of the complex problems in elementary school mathematics is concluded.It is found that the value of using model idea to solve complex problems in primary school mathematics includes strengthening students' learning autonomy,enhancing students' modeling consciousness,developing students' thinking quality and improving students' ability to solve complex problems.The third part is to construct the process mode of solving complex problems in elementary school mathematics based on the model idea,which is to create problem situation and perceive prototype respectively.Forming mathematical problems and putting forward assumptions;Establish mathematical model,experience thought;To solve and understand the model;Verify the mathematical model and regress the situation;Applying the mathematical model,expanding the extension.The fourth part is through the interview method from consciousness and cognition,process and methods and evaluation and reflection on three aspects to understand teachers in complex problem solving the present situation of the teaching idea of infiltration model,and the classroom observation selected cases,teasing out the existence of teachers to teaching model requires profound knowledge,ignore the value of a complex problem for the average student,teaching way and method of problem solving is relatively single.The possible reasons include the insufficient theoretical knowledge reserve of teachers about model thought,the cognitive deviation of students' cognitive development,and the need to strengthen the concept of lifelong learning.The fifth part is based on the construction principle of closely adhering to the curriculum standard,operability and comprehensiveness to construct the teaching strategy of solving complex mathematical problems in primary schools based on the model idea.Such as: clear based on model of complex elementary school mathematics problem solving teaching goal and requirements,digging new material used for creating situation of life to create interest,pay attention to and in the background of actual use opportunely model,set up mathematical modeling as the core of problem solving inquiry activity,sums up the general process of a complex problem solving teaching model,effective evaluation based on the elementary school mathematics complex problem solving teaching model thought,at the time of proposing each teaching strategy,it also verified the rationality and feasibility of the constructed strategy through the description case.Finally,the conclusion is summarized and reflected,encourage teachers to change the previous concept of education and teaching,continue to enhance the theoretical study of model thinking.