Case Study Of Primary School Mathematics Classroom Leading-in

Classroom leading-in is a kind of teaching behavior that teachers use three to five minutes at the beginning of classroom teaching to reasonably design the starting link of this class according to the teaching task of this class and the actual situation of students,so as to arouse students' curiosity and thirst for knowledge,so as to make students actively participate in classroom activities.Based on the study and psychological characteristics of primary school students,this thesis studies the current situation of mathematics classroom leading-in in primary school by means of literature research,interview,classroom observation and case study,I found that there are some problems in the introduction of primary school mathematics classroom,such as single class type,lack of innovation,lack of control of time.I deeply analyzed the causes of these problems,and put forward optimization suggestions from three aspects: changing the inherent concept,improving the quality of classroom leading-in and improving the training and management of teachers.This thesis consists of the following five parts.The first part is the foreword.I introduce the background of this topic from four aspects,introduce the background of this topic from four aspects,explain the significance of this research from the perspective of theory and practice,and collate and analyze the relevant literature about classroom leading-in at home and abroad.I define the two concepts of classroom leading-in and case study involved in this thesis,briefly discuss two learning theories supporting this study,and finally introduce the research ideas and research methods of this thesis.The second part is the introduction of primary school mathematics classroom lesson presentation.I observed the real performance of primary school teachers in the classroom leading-in as a bystander,recorded the process of primary school math class leading-in,summarized and sorted the collected lesson examples according to the different introduction methods,and selected 6 typical lesson examples for detailed introduction.The third part is the lesson analysis of primary school mathematics classroom leading-in.In view of the typical lesson examples presented in the second part,I make an in-depth analysis of each lesson from three textbooks,including teaching materials and learning,interviews with teachers and students,and personal reflection.The fourth part is the existing problems and cause analysis.I sorted out the problems existing in the introduction of primary school mathematics classroom:Teachers' understanding of classroom leading-in has some wrong regions,lack of innovation in the content and method of the classroom leading-in,the introduction of the applicable class type is single,the introduction of time lack of control,the introduction of the classroom language tedious and not standard.The main reasons for these problems are that teachers do not pay attention to classroom leading-in,inadequate lesson preparation,ignoring the dominant position of students in the classroom,teachers' Job Burnout and so on.The fifth part is the optimization suggestions of primary school mathematics classroom leading-in.In view of the problems and causes of primary school mathematics classroom leading-in,I put forward the following optimization suggestions:First of all,teachers should make changes from the perspective of education concept and teaching concept,starting from the mathematics curriculum standard,clarify the service object of classroom leading-in,and understand the value of classroom leading-in;Secondly,teachers should take practical actions to improve the quality of classroom leading-in,including changing the methods and contents of classroom lead-in,constantly optimizing the teaching language,reasonably arranging the lead-in time and looking for their own lead-in style;Finally,the school should improve the means of training and management of teachers,including the creation of classroom into the lesson library,organization and development of teaching and research activities,reasonable arrangement of teachers' work.