A Study On The Teaching Of Practice Lessons In Primary School Mathematics In The Context Of The "Double Reduction" Policy

With the deepening of the "double reduction" policy,teachers can no longer reach out to students’ "extra-curricular" time,which requires teachers to make better use of students’ learning time within the school and focus on the classroom,thus putting forward higher requirements for the quality of in-class teaching.Practice lessons are an extremely important part of the implementation of the "double reduction" policy in primary school mathematics class,and have the unique value of consolidating knowledge,strengthening skills,improving literacy,and building knowledge systems,but teachers often overlook the importance of practice lessons in education and teaching.This study takes the teaching of primary school mathematics practice lessons in the context of the "double reduction" policy as the research theme.Based on a large amount of literature,the author first briefly elaborates on the problem,the purpose and significance of the study,the literature review and the research ideas and methods.The concept of practice lessons and the theoretical basis of practice lesson teaching are explored to provide a theoretical basis for this study,on which the value of practice lesson teaching and the principles of teaching are explained.In order to gain a deeper understanding of the current situation of practice lesson teaching in primary schools and to better improve the application effect of practice lessons,students and teachers from six classes of Grade 4 to Grade 6 in three primary schools in Wuhan were selected as the subjects of the study,and questionnaires,interviews and case studies were used to conduct a more detailed and in-depth study.SPSS was used to sort out and analyze the collected survey data,and typical teaching cases were collected to clarify the teaching status of mathematics practice lessons.Through collation and analysis,the following problems were found: teachers and students have misconceptions and neglect the value of practice lessons;the teaching design is unreasonable and lacks relevance and hierarchy;the teaching methods are relatively homogeneous and the use of information technology is inadequate;assessment emphasises the results of problem solving rather than the cultivation of thinking and habits;and the teaching results are not as effective as desired and do not achieve the purpose of improving quality and efficiency.Combined with the questionnaire and interview results,a more in-depth analysis of the above problems and the causes behind them was made.Finally,corresponding improvement strategies are proposed based on relevant theories,in order to provide some beneficial exploration for achieving load reduction and efficiency increase in class.Through classroom observation and recording,teaching case studies,and based on the requirements of curriculum standards and subject core competencies,propose improvement strategies for primary school mathematics practice lessons: both teachers and students should establish a correct understanding of the practice lessons in the context of the "double reduction" policy,and help teachers and students further attach importance to the value of the practice lessons;teachers should carefully design the teaching objectives,carefully select the content of practice,and combine the students’ situation to meet their development more specifically;teachers can effectively use technology to enrich the forms of classroom practice,reduce students’ boring sense of practice,increase the interest of practice lessons,so that students can use modern tools in learning and face the future development;teachers’ classroom evaluation should be multi-angle,pay attention to the cultivation of students’ thinking and habits,and pay attention to the learning process instead of learning results;teachers should give timely teaching feedback to students,so as to improve the quality and efficiency of practice lessons in the context of the "double reduction" policy.