| “Mathematics Curriculum Standards for Compulsory Education(2022 Edition)” clearly states that we need to develop student’s key competencies as the curriculum goal,and implement the moral education,this reflects the educational value of mathematics.Developing the key competencies of mathematics needs to be implemented into classroom teaching in primary school.It has unique advantages in cultivating students’ thinking quality,key ability and rational spirit,mathematics classroom teaching is an important method to achieve the curriculum goal about key competencies.Number and algebra is one of the contents of elementary school mathematics curriculum in compulsory education.In the stage of compulsory education,Number and algebra is one of the important contents of primary school mathematics curriculum,it contains the number sense,operational ability and so on as the main content of the core literacy.Previous studies have shown that the effective teaching implementation strategies for the classroom teaching of mathematical key competencies and the classroom teaching of mathematics and algebra include the construction of a constructive,autonomous,collaborative and structured learning environment,which are intrinsically related.However,the existing research focuses on theoretical logic inference,and the empirical research is relatively few,and the classroom teaching analysis research on the implementation of primary school students’ mathematical key competencies based on the field of number and algebra teaching is relatively weak.This study focuses on the teaching content of number and algebra in the second stage of primary schools.This study focuses on the curriculum teaching content of the second stage of elementary school and algebra,with 14 sections of "one teacher,one excellence class" in 2019,as a classroom observation sample,and adopts literature analysis method,Delphi method,and classroom observation method to analyze.and adopts the research methods of literature analysis,Delphi method and classroom observation method to analyze how teachers implement the cultivation of students’ key abilities in classroom teaching.To explore the basic characteristics of elementary school mathematics key competencies classroom implementation of teaching behavior.First of all,this study constructs the classroom observation index system of primary school mathematical key competencies.Using literature analysis method to interpret the 2022 edition of curriculum standards and related research on mathematical key competencies,establish a theoretical framework with independent learning teaching paradigm as classroom observation indicators,and design the first and second level observation indicators.After the Delphi method test,the primary school mathematical key competencies classroom observation index system is finally formed.The classroom observation index system includes 5 first-level observation indicators,such as designing situation,eliciting questions,guiding self-study,organizing communication and abstract generalization,and 13 second-level observation indicators,which is scientific and operable.Secondly,this study analyzes the teaching process of implementing students’ mathematics key competencies in primary school classrooms.Combined with the classroom observation index system,this paper uses the classroom observation method to deeply analyze the teaching process of implementing the key competencies of mathematics in the minister-level excellent course,and analyzes the teaching characteristics and shortcomings of teachers implementing the key competencies of students in the field of mathematics and algebra in the second stage of primary school.The teaching features mainly include: first,the creation of situations is conducive to the development of mathematical vision to help students abstract concepts and propositions;Secondly,reasonable questions are helpful to guide students’ mathematical inquiry and improve their model awareness;Third,independent learning is conducive to the development of students’ logical reasoning and mathematical operations;Fourthly,mathematical language helps to expose students’ thinking process of algebraic reasoning;Fifth,the generation of key competencies needs to infiltrate mathematical thought methods and structural thinking.Finally,this study summarizes the classroom teaching strategies to cultivate students’ mathematics key competencies in primary schools.According to the analysis of the classroom teaching characteristics of teachers’ implementation of the cultivation of students’ core mathematical literacy,five teaching strategies are obtained,including: first,develop the vision of mathematics with the help of the situation,realize the transfer of mathematics and algebra knowledge understanding;Secondly,the design of the problem conforms to the teaching objectives and follows the logic development to promote the algebraic modeling;Thirdly,teachers can guide students to experience the process of algebraic reasoning on their own,and also provide learning support to develop their problem-solving ability;Fourthly,teachers should teach students to express mathematical language and encourage them to boldly explain algebraic reasoning ideas;Fifth,mathematical reasoning needs to infiltrate mathematical thought and method,and teaching needs to build a consistent structure of number and operation.To sum up,the effective implementation of the concept of mathematical key competencies needs to be based on the classroom teaching process. |
