Research On The Teaching Practice Of Interdisciplinary Subject Learning In Primary School Mathematics

With the rapid development of the times,the reform of basic education curriculum is also deepening,and the country’s demand for comprehensive talents with interdisciplinary thinking is becoming more and more urgent.The "Mathematics Curriculum Standards for Compulsory Education(2011 Edition)" changed "practice and comprehensive application" to "synthesis and practice" and made a detailed definition of it,highlighting the importance of this field."Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" is guided by core literacy.In the aspect of "synthesis and practice" of primary school mathematics,it is proposed to focus on interdisciplinary thematic learning,appropriately adopt thematic learning and project-based learning,cultivate students’ ability to comprehensively apply the knowledge and methods they have learned to solve practical problems,and develop students’ core literacy.Therefore,the research explores the design path of interdisciplinary thematic learning in primary school mathematics,in order to provide theoretical and practical reference for teachers to carry out interdisciplinary thematic learning design.Based on constructivism learning theory,multiple intelligence theory and learning transfer theory,this study constructs the teaching process of interdisciplinary theme learning in primary school mathematics,which includes five links:’determining the theme-creating the theme situation-developing interactive theme activities-knowledge structure evolutionknowledge ability activation’.The research adopts interview method,classroom observation method and case analysis method.Taking ’where is the time’ in the field of ’synthesis and practice’ of primary school mathematics as an example,the interdisciplinary theme learning design process of primary school mathematics is fully applied in the practical teaching of grade 2 of D primary school in Taizhou City,so that the theory is ’alive’.Practical research found that the teaching case has achieved the corresponding implementation effect:students have achieved the goal of knowledge and skills;students’ communication and cooperation ability has been significantly improved;students’ comprehensive application consciousness is significantly enhanced;teachers and students have a high acceptance of interdisciplinary thematic learning.At the same time,it is also found that there are some problems in the implementation of ’where is the time’,such as inappropriate time arrangement of theme activities and insufficient practical experience of students in activities.Based on this,the teaching suggestions for the interdisciplinary theme learning of primary school mathematics are:rationally planning the learning time of primary school mathematics theme,enhancing the interdisciplinary thinking of theme learning in various forms,and deepening the practical experience of primary school mathematics theme learning.