Primary School Mathematics Inquiry Teaching Research

With the development of curriculum reform, in recent years, the primary schoolmathematics teaching, the inquiry has gradually become the focus of attention problems,primary school classroom teaching has been seriously. However, in the primary schoolclassroom teaching effectively to carry out inquiry teaching, domestic research is relativelyless.The study of primary school mathematics classroom tightly around the inquiry teachingresearch, C city in the4primary school were selected in the8inquiry teaching of typicalcases. The author through in-depth classroom observation, recording a variety of classroomteaching behavior, the teacher and the class students were tracking the interview, understandthe effect of the teaching; collecting teachers’ teaching design and teaching reflection, invitedexperts on teaching video comments; use case analysis method in detail, the8primary schoolmathematics inquiry teaching case of exploratory behavior categories and frequency, studentparticipation and classroom teaching time allocation of3dimensions of22person-time scalestatistics in statistical analysis, based on the results, summarizes the primary schoolmathematics inquiry teaching characteristics, regularities and the existing problems andsuggestions for improvement.Studies show that:1. On the8day primary school mathematics inquiry teaching case of classroomobservation and watch the teaching video,can be found: primary school stage manymathematical content to good use of inquiry teaching. The selected8cases of classroomteaching, while the teaching content is different, but in the process of teaching are veryfocused on students through many experiences, experiences "makes mathematics" course,perception and experience of mathematical induction, the abstract, the modeling process, theaccumulation of basic activity experience, experience of basic mathematical thought(especially the discovery thought).2. Through the case of inquiry frequency, students’ participation degree and thequantitative analysis of classroom teaching time, can be found: Inquiry Teaching in primaryschool mathematics learning performance in four areas have each emphasize particularly on,but also follow the common inquiry mode, namely" guess (try)-verification" mode.In the8section of teaching, classroom teaching is in a situation of, in the context ofquestions, guess, through research activities to collect information, verification:" Number and Algebra " in the field of inquiry learning is mainly to achieve thequantitative relationship between the levels of abstraction as the center, in the form of dialogues between teachers and students;" Graphics and geometry " in the field of inquiry to let students practice, theaccumulation of basic activity experience as the center, allowing students to explore theactivities of mathematics and basic experience of;" Probability and statistics" areas of inquiry let students to experience a test or statisticalactivity process, lets the student in the activity to obtain data analysis of consciousness,experience random concept;" Integrated with practice " in the field of inquiry activity is mainly in the former threeareas of learning content integration, using various methods to solve the problem, let thestudents have found the problem, the mathematical problem and to analyze and solve thedirect experience and experience.3. Through the case of classroom teaching time quantitative analysis, found that:8selected cases, in the classroom teaching time allocation research activities in the greatestproportion, average57.5%, inquiry teaching in primary school mathematics classroomimplementation attention. Teacher’s teaching design and teaching activities consciously setsome research situation and problems in the activities, cultivate the students’ inquiry spirit andability.However, the teachers and students explore behavior category frequency, studentparticipation of data discovery: exploratory practical teaching effect is not ideal. Incorporateis in: Teachers’ questioning types" in memory of" high proportion, average38.5%." Thestudent independent thinking time and answer questions (interaction) time" rarely, in the6class were0,the2other classes are also less than20minutes.Investigate its reason, have already" mathematics curriculum standards" not clear whichled to the inquiry operation caused by low, there are teachers of inadequate understanding ofconnotation, to explore the practice of teaching form, resulting in low class teaching effect.In summary, we think: primary school mathematics classroom inquiry should be the idealstate, let students experience "present a problem to establish assumptionâ†'designexperimental project to collect the facts and evidence to verify the hypothesis AC " process,lets the student experience" scientists" inquiry activities, feel the wisdom of the process, gainexperience.In order to better improve our primary school mathematics inquiry teaching, and putsforward some improvement suggestions:1. Proposal" mathematics curriculum standards" and other national papers, further clearabout inquiry teaching requirements, not only will explore as students learn an instrument, but,the sense of exploration and inquiry ability in classroom teaching is one of the importantgoals, penetrate into the mathematics curriculum teaching contents of each part.2. We need to pay attention to training the students’ inquiring thinking and exploring ability, especially for students in the classroom to obtain direct experience of inquiry activity.Let the students experience in mathematical induction, abstraction and modeling in theprocess of cultivating thinking and ability.3. Primary school teachers to further improve teaching quality, professional quality andmathematics, in response to the primary school mathematics inquiry teaching actual need.The research on" mathematics curriculum standards" improvement and teachers engagedin teaching work has a certain reference value.