Research On Using Guidance-Teaching Method On Primary School Mathematics Teaching

Since the generation of education, the controversy about teaching has never stopped. Both educators and ideologists from home and abroad have devoted to studying about teaching and what methods should be made to develop and improve students'ability. Mr. Li Jingyao proposed the Guidance-Teaching Method, combining the teacher's teaching properly with student's learning, and it has achieved substantial results on Chinese reading class at primary schools. After thirty years'continuous exploration, combined with the constructivism and the concept of the new round of curriculum reform in China, this paper will discuss the use of Guidance-Teaching method in Primary Mathematics Teaching.In the first part of the paper, with the background of the information age in the 21st century, the new curriculum reform has brought new vitality to schools from primary to high school. In the expansion information age primary school students can't get adjusted to the traditional teaching methods, the Guidance-Teaching Method is carried out, which conforms to the new curriculum reform. The paper straightens out from teaching method to teaching ideas to educational models. And take the reference from the successful applications in the Chinese reading class at primary school, this paper use the interview and literature study to discuss its application in the elementary school mathematics teaching.The second part describes the basic concept of the Guidance-Teaching Method. That is self-learning under teachers'guidance. The nature of the Guidance-Teaching Method is to guide the students to learn, its purpose is to teach for no teaching. This paper use teaching, guidance and learning as the basic framework to make a conception of the Guidance-Teaching Method. Teachers let the students take part into the learning activities through targeted teaching, it does not only emphasize on the learning but also the guidance. It proposes that the teaching process use guidance as the center for a comprehensive variety of teaching strategies. It focuses on the interactions between teachers and students, the cooperation between both teachers and students during the teaching process, and we need to pay attention to the teaching structure, all of these are developing harmoniously and interactively.The third part describes the necessity to apply the Guidance-Teaching Method's in mathematics at elementary school. From three perspectives, the first is the demand of the times-New Curriculum in Primary Mathematics teaching idea, teaching objectives and learning styles, the second is the characteristics of mathematics in the elementary school, as mathematics curriculum beginning stage, the teaching contents of mathematics in the elementary school has its own characteristics just like algebra, graphics and geometric, probability and statistic, synthesis and practice have its characteristics, the third is the feature of the students'psychological in the new times. From these three aspects we can find in the Guidance-Teaching, teaching, guidance and learning are connected closely with each other, and it brings new vitality for the mathematics teaching in elementary schools.The fourth part describes the present situation of mathematics teaching in elementary schools, it analyzes the mathematics teaching interview and literature study analysis the, find the elementary school mathematics teaching's situation and find out that Guidance-Teaching Method's theory and practice is out of line, the separation among teaching, guidance and learning, so here in the paper we have suggest the target: the between the guidance and teaching.The Fifth part elaborates the use of Guidance-Teaching Method in elementary school mathematics teaching on the basis of using the research method including theory and interview, and it reasonably handle the relationship among teaching, guidance and learning. The Guidance-Teaching Method can improve mathematics teachers'teaching ability in primary schools, and improve students'thinking ability and operational ability about mathematical knowledge, so as to achieve good teaching results.