Teaching For Intellect:Research On The Reform Of Primary School Mathematics Teaching Method Based On Mathematics Stories

In the modern perspective,the world is full of diversity,complexity and unpredictability.Only by adopting a learning method that conforms to the characteristics of the times and conforms to their own cognitive characteristics can learners achieve the best learning effect in mathematics learning.At present,the mathematics learning of primary school students is still stuck in compulsory,non-thinking and superficial learning,and it is urgent to change the learning method to adapt to the future social development.The change of students’ learning style requires the transformation of teachers’ teaching methods,and the development of students’ wisdom requires the transformation of teachers’ teaching methods from knowledge-based teaching to intellectual teaching.Teaching for the sake of knowledge means that primary school mathematics teachers should take the development of students’ wisdom as the teaching pursuit to enhance students’ autonomy,reflection and application in mathematics learning.Mathematics story teaching in elementary school is an important exploration in the realization of intellectual teaching reform in mathematics education.Comprehensive literature review results and actual teaching situation found that the current mathematics teaching middle and elementary school mathematics teachers have realized that mathematics stories can enhance pupils’ interest in learning and develop higher-order thinking However,the relevant theoretical research is insufficient and there is a lack of systematic empirical research.Based on this research,this study takes mathematics stories as the entry point,takes "teaching for intelligence" as the value pursuit of the reform of teaching methods,and uses the literature method,investigation method and case analysis method to supplement and explain related theories,and reform the teaching of primary school mathematics stories.Provide more theoretical and practical support.To this end,this research combines theoretical research and practical conditions,selects third grade primary school students and full-year mathematics teachers as the survey objects,and conducts questionnaire surveys and interviews to understand the status quo and attitudes of primary school students based on mathematics story learning and the implementation of primary school mathematics story teaching.Difficulties and predicaments in The survey found that there are mainly the following problems: primary school students are interested in mathematics stories,but teachers have insufficient exploration of mathematics story teaching,which are mainly manifested in: insufficient exploration of mathematics story teaching resources;teachers’ insufficient ability to integrate mathematics stories and mathematical knowledge;The teaching method is single and lacks diversity.According to the survey results,the path to promote the reform of elementary school mathematics story teaching methods should be explored from the three levels of teaching resources,teacher quality and teaching methods: first,change the form of teaching resources and strengthen the construction of elementary school mathematics story teaching resources(following interest and scientificity,symbolism and life,and story and ideology,develop elementary school mathematics story resources from the three aspects of mathematics history,real life,and learning process;secondly,improve elementary school mathematics teachers’ mathematics story teaching literacy(establish personal mathematics story resource library,to improve the ability to penetrate mathematics knowledge and mathematics stories,to enhance the ability to penetrate mathematics stories and to educate people comprehensively);finally,through the specific application of life-oriented,thematic,dramatic and other teaching methods,the primary school mathematics story is taught put it into practice in teaching.