A Study On Teaching Strategies Based On Basic Experiences Of Mathematics

Much importance has been attached to basic knowledge and basic skills for a long time in the field of mathematics education in China. With the development of the Times and the progress of society, mathematics curriculum reform likes a cool breeze blowing into the field of mathematics education. This makes us start reviewing and reflecting our traditional mathematics education. Mathematical fundamental activity experience was written into the experimental version of the Chinese compulsory education mathematics curriculum standards for the first time in2001. Ten years later,"four-basic" have been clearly proposed as the overall goal of the mathematics curriculum in2011. The Chinese compulsory education mathematics curriculum standards (2011edition) put it like this:"in the stage of compulsory education, students are able to obtain the mathematical four-basic-basic knowledge, basic skills, basic idea and basic activity experience, which is an essential part of students’ social life and their further development". To our surprise, there are still a number of first-line math teachers even don’t understand what is mathematical fundamental activity experience although many experts and scholars have done numerous researches about "four-basic". Therefore, it is impossible to carry out this objective of mathematic curriculum in the teaching practice. It is really a matter of Arabian nights.This thesis firstly put forward the new understanding of mathematical activity experience based on the previous studies by reviewing and analyzing the related literature. The author considers that mathematical fundamental activity experience refers to a mode of thinking which is accumulated after students’ personally participating in the mathematical activities (including thinking activity and operating activity). This kind of thinking mode will play an important role in promoting students’ future learning and development. Secondly, the author analyzes the current situation of middle school students’ accumulation of mathematical activity experience through the questionnaire survey. The results showed that the current situation of the accumulation of mathematical activity experience is not optimistic. And then the author analyzes the factors that affecting the accumulation of mathematical activity experience. The subjective factors mainly include students’ learning initiative, students’ learning motivation, students’ consciousness of mathematics inquiry and students’ learning habits. The objective factors obtained from the interview results of teachers are as follows:teachers are liable to restricted by the layout of knowledge and the traditional framework of lesson preparation; the arrangement of teaching periods prone to be average; the design of mathematical activity is not reasonable; the relationship between teachers’ guidance and students’ independent operation is not appropriate, students’ independent role often neglected. Additionally, the author provides the specific teaching strategies which can promote students’ accumulation of mathematical activity experience from the aspects of teaching preparation, teaching and teaching evaluation in order to provide some pedagogical implication for the first-line teachers. Finally, the concrete teaching design map concerning mathematical activity experience is presented. Specifically, the teaching design of the linear function is taken as an example. Only in this way, can the combination of theory and practice realize.The author hopes that this research can arouse many teachers’ attentions on mathematical activity experience and they can participate in the related research. So that students can really get mathematics activity experience and are able to be the innovative talents of the society.