Research On The Cultivation Of Number Sense For Primary School Students In Ethnic Areas Under The Background Of Life-oriented Teaching

The Ministry of Education’s "Opinions on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide and cultivating people" clearly pointed out that schools of all levels and types should proceed from the actual situation and student characteristics,and implement the core literacy and academic quality requirements into the teaching of various disciplines.The current "Mathematics Curriculum Standards for Compulsory Education" defines the core literacy of mathematics at the primary stage.The core literacy of mathematics includes:number sense,quantity sense,symbolic awareness,arithmetic ability,geometric intuition,spatial concept,reasoning awareness,data awareness,model awareness,Application awareness and innovation awareness.Arranged in order,number sense is at the top of the core literacy.It can be seen that number sense is the foundation of the core literacy of mathematics in the basic education stage.Therefore,the research on the cultivation of number sense has important value and significance.By combing the existing research,it is found that there are many researches on number sense cultivation strategies and the promotion of number sense cultivation in primary school mathematics life-oriented teaching..This research uses the method of literature research,questionnaire survey,interview and direct observation to investigate the cultivation of primary school students’ number sense in three primary schools in the Tujia and Miao Autonomous Prefecture in western Hunan.,mathematics teachers’ understanding of number sense is not deep enough,the classroom lacks the guidance of number sense training in life,and there are differences in the development of number sense among different schools.Based on the current situation investigation,combined with Freidenthal’s mathematics education thought,Tao Xingzhi’s life education and other related theories,as well as some front-line teaching cases,the main factors influencing the cultivation of number sense in primary school students in ethnic areas are as follows: First,the teaching materials: The currently used textbook version is relatively old;the content of the unified textbook is not targeted enough.The second is the aspect of teachers: the teaching concept is relatively backward,lacking in-depth understanding of logarithmic sense;the teaching method is relatively simple,and it is difficult to stimulate students’ interest in learning.The third aspect of classroom teaching: one-sided teaching objectives,insufficient number sense training;mechanical teaching situations,lack of practical significance;rigid after-school exercises and less practical operations;fourth,school aspects: the teaching conditions of urban and rural primary schools are quite different;Work is not given enough attention.Aiming at the problems found in the investigation and the problems,the following improvement strategies are proposed: 1.Improvement strategies for the development and utilization of teaching materials: flexible use of teaching materials,development of teaching auxiliary resources;grasp the knowledge of teaching materials,and appropriately carry out teaching expansion.2.Improvement strategies for teachers’ cognition and teaching methods: to improve teachers’ professional quality,to enhance the awareness of number sense training in teaching;to strengthen the connection with real life,and to focus on cultivating students’ interest in learning.3.Improvement strategies for classroom teaching implementation: rationally design teaching content based on life situations;update teaching methods and effectively integrate training methods;enrich contact forms and encourage students to apply what they have learned.4.Improvement strategies at the school management level: changing school culture and helping teachers establish a generative view of knowledge;improving teaching content and advocating teachers to develop life-oriented teaching resources;reforming the evaluation mechanism and trying to incorporate life-oriented teaching into the assessment category.