A Study On The Current Situation And Strategies Of Mathematics Concept Teaching In High-grade Primary Schools ——An Example Of Z Primary School In Yangzhou City

Concepts are the constituent elements of the mathematical knowledge system and the starting point for students to explore mathematical knowledge.In addition to the correct construction of the essential connotation of mathematical concepts by students,in addition to the support of the learners' own cognitive experience,the teacher's teaching ability and interpretation of the concepts are important factors affecting the teaching effect of the concepts.In addition,compared with the lower and middle grades,the mathematical concepts of the high-grade primary schools have been deepened in terms of generalization and abstraction.At this stage,students' thinking is in the process of transformation from concrete to abstract,how to correctly handle the contradiction between students' cognitive development and concept teaching content is the fortress that teachers want to break through.Therefore,it is of practical value to study the teaching of mathematical concepts in primary schools in depth with the high-grade as the starting point.The research is supported by cognitive development theory and concept learning theory,the senior mathematics teachers of Z primary school are used as the research objects,and the research methods such as questionnaire survey,structure interview and classroom observation are used.Starting from the three dimensions of teachers' understanding of the teaching of mathematical concepts,the implementation of mathematical concepts(concept introduction,formation and consolidation),and the evaluation and reflection of concept teaching.Starting from the three dimensions of teachers' understanding of the teaching of mathematical concepts,the implementation of mathematical concepts(concept introduction,formation and consolidation),and the evaluation and reflection of concept teaching,we have a comprehensive understanding of the current situation of mathematics concept teaching in high-grade of primary school.The study found that mathematics teachers in the high-grade of primary school have the following problems in concept teaching:teachers have a shallow understanding of mathematics concept teaching;the introduction of concepts is single,ignoring the differences of students;the emphasis on memory and light understanding in the process of concept formation;the lack of levels of concept consolidation exercises;and Insufficient attention to concept teaching evaluation and reflection.The main reasons for this are:teachers are oriented to the test goal;insufficient knowledge of mathematics teaching subject;there is a gap between concept teaching ability and realistic requirements;teaching methods ignore student s' subjectivity;and teachers lack motivation for professional growth.In order to better promote students' understanding of mathematical concepts and improve the quality of concept teaching,the following optimization strategies are proposed:teachers should attach importance to concept teaching and strengthen the theoretical learning of concept teaching;take students as the main body to enrich the introduction of concepts;closely follow the essence of concepts and deepen concept understanding;consolidate concepts,be flexible and diverse;teachers optimize teaching evaluation and strengthen self-reflection.