Research On The Application Of Analogical Teaching Method In The Concept Of Primary School Mathematics Teaching

Compulsory Education Mathematics Curriculum Standards(2022 edition)emphasizes that in primary school,students can use simple analogy,guess or find some preliminary conclusions,explore mathematical relations and rules,and put forward mathematical propositions and guesses,so as to further promote the formation of students’ reasoning consciousness and innovation consciousness.The statements fully demonstrate the role of analogy in students’ development,and show the necessity of using analogy in mathematics teaching.By digging the similarities and differences of related knowledge,analogy teaching method connects new knowledge with things familiar to students,establishes corresponding knowledge model,further helps students transform abstract into concrete and complex into simple,promotes students to understand new knowledge and learn to study independently,and cultivates students’ innovative thinking.Mathematical concepts are the important carriers for students to learn mathematical knowledge,and the conceptual knowledge is closely related.However,mathematical concepts in primary school are abstract and complex.It is necessary to use analogy teaching method in concept teaching to promote students to distinguish and master abstract mathematical concepts,effectively improve the quality of classroom teaching,and cultivate students’ logical reasoning ability.Based on the theory of transfer of learning,teachers should follow the connection between old and new knowledge,and expand on the basis of students’ existing knowledge.It is helpful for teachers to use analogy teaching method in the teaching process to reduce the difficulty of concept learning,conform to the educational purpose of mathematics core literacy,and improve the quality of mathematics concept teaching in primary schools.In order to understand the current situation of the application of the analogy teaching method in the teaching of mathematics concepts in primary schools,this paper takes311 elementary school mathematics teachers in Chongqing and Chengdu as the research objects,adopts the questionnaire survey method as the main method,interviews and reading teaching cases as the auxiliary methods,and investigates the actual situation of the application of the analogy teaching method in the teaching of mathematics concepts in primary schools.SPSS22.0 was used for analysis and data processing.The results show that the teaching experience and educational background of teachers are significantly related to the effect of analogy teaching method in concept teaching.And the results clarify the specific situation of teachers’ understanding,operation and effect of analogy teaching method in concept teachingBased on the theory of learning transfer,this paper analyzes the current situation of teachers’ application of analog teaching method in primary school mathematics concept teaching,and finds that there are still some problems to be solved in the application of analog teaching method,for example,teachers’ understanding of analogy teaching method is not deep enough,teachers provide fewer opportunities for students to explore concepts,and teachers use analogy teaching method in a blunt way.In view of this,combined with the learning transfer theory and the characteristics of students’ cognitive development,the optimization strategies to effectively improve the application of analogy teaching method in concept teaching are put forward: teachers should fully tap the foothold of concept analogy application,design analogy teaching method according to students’ cognitive characteristics,create inquiry activities in the process of concept formation,and provide students with opportunities to experience analogy reasoning.