Primary School Mathematics Curriculum Teaching Strategies Research

From the philosophy angle of Max's theory on the overall development of human being, psychology angle of cognition and humanism, pedagogic angle of humanism and constructivism, the thesis discusses the Inquiry Learning, considering the situation of math's teaching research under the background of elementary education curriculum reform in our country, the thesis constructs a math's teaching strategies system in elementary school.At first, according to the theory analysis of the Inquiry Learning, search the necessity to mix the Inquiry Learning and subject, give the math's Inquiry Learning in elementary school a right position. Math's Inquiry Learning in elementary school is an active learning method; it emphasizes the students' real experience and the course of knowledge's "re-creativity".Then, according to the investigation, the thesis analysis the math's class situation in elementary school and the difficulties the teachers meet in Inquiry Learning, finding the defects in the development of math's Inquiry Learning in elementary school. The thesis finds the blindness in the choosing of content, bad effect of the creation of problem circumstance in organizing process; the ignorance of mathematics mentality penetration and mathematics knowledge frame construction in teaching process and the consolidating new knowledge approach and reality is out of joint.Thirdly, considering the features of math in elementary school and the result of investigation, the thesis raises five strategies for teachers: we have to pay more attention to the students' cognition, choose the teaching content which is good for "inquiry"; create reasonable problem circumstance, intriguing students' learning interest'; guide appropriately, seep through mathematics mentality; formulate conclusion in a reasonable way, construct students' mathematics overall knowledge frame; consolidate knowledge in a proper way, applicant it in life.At last, the thesis discusses the problems we have to notice in the practice of teaching strategies, it points out we have to set up an entire viewpoint, use variable ways and avoid "only science doctrine".