An Action Study On The Application Of Analogical Transfer In The Teaching Of Mathematical Concepts In The Upper Elementary Grades

Concepts are the core of basic mathematical knowledge and the basis of basic skills training,as well as the premise of learning more advanced mathematical knowledge.Students' learning of mathematical concepts should not just be satisfied with simply getting definitions,and the result should be systematic learning,and a conceptual network or system will finally be formed around this concept.Analogy transfer refers to when people encounter a new problem,they will use the existing methods,skills,and emotional attitudes in the cognitive structure used to solve similar problems to address it.It is also one of the important ideas to learn mathematics.This theory aims to help students gain new experience on the basis of existing experience,and then help them sort out the context in conceptual learning,focus on understanding,and explore actively.At present,most primary school mathematics teachers use analogy transfer to teach mathematical rules and other contents,and the frequency of intentionally using analogy transfer to teach concepts in conceptual classes is a bit low.Although some teachers also use analogy transfer to teach concepts,most of them do not have a clear and systematic pattern,or lack clarity in the use of strategies and methods.Therefore,this study attempts to combine analogy transfer with the teaching of mathematical concepts in the upper grades of primary school,and explore the application of analogy transfer in the teaching of mathematical concepts in the upper grades of primary school.This paper studies from the following four aspects:The first chapter mainly introduces the problems raised,research significance,goals and contents of analogy transfer in the teaching of mathematics concepts in the upper grades of primary schools,and determines the research ideas and methods.In this chapter,through the literature review,we sort out the research status of primary school mathematics concept teaching at home and abroad,and define the core concepts.The second chapter mainly analyzes the applicability of analogy transfer in the teaching of mathematics concepts in primary schools.Firstly,the feasibility of applying analogy transfer to the teaching of mathematical concepts in primary schools is discussed.Secondly,Both the characteristics of the arrangement and the content of concepts which are suitable for analogy transfer teaching are analyzed.Finally,after analyzing,the three stages of the “FAR Guide” and the analogy transfer instructional design are combined to integrate a relatively complete teaching model of analogical transfer in the teaching of mathematics concepts in the upper grades of primary schools.The third chapter mainly introduces the design and implementation of the action research scheme of analogy transfer in the teaching of mathematics concepts in the upper grades of primary school.First,identify the research object,analyze the learning situation and teaching content,and develop research tools.Secondly,implement action research in strict accordance with“planning-action-observation-reflection”,and collect relevant data through classroom observation,teacher discussion,test analysis,individual interviews with students and other methods during the implementation process,and discuss the impact of mathematical conceptual teaching guided by the analogy transfer.The fourth chapter mainly considers the action research of the last chapter,summarizes the research conclusions and puts forward teaching suggestions.First of all,through analysis and practice,a set of analogy transfer mathematics concept teaching mode is obtained for the teaching of mathematical concepts in the upper grades of primary schools.Secondly,after analyzing and summarizing the action research,it is found that the application of this model in the teaching of mathematical concepts has practical effects,such as helping students understand the formation of mathematical concepts,solving the rigid problem of conceptual connection,and improving mathematical thinking ability.Finally,according to the research results,this paper puts forward some teaching suggestions for the application of analogy transfer in the teaching of mathematics concepts in the upper grades of primary schools: First,in the“attention”stage,when it comes to looking for sources of analogy,teachers should not only pay attention to the students' familiarity,but also find the source of analogy from more perspectives.Secondly,in the“action”stage,teachers should train students' divergent thinking,awaken similar old knowledge,clarify the internal relationship between the target problem and the source problem,transfer the analogy throughout the entire teaching process and make it clear in time.Finally,in the “reflection”stage,teachers should carry out teaching reflection,innovate the form of homework,and test the teaching effect.