The Second Period Basic Mathematics Activity Experience Teaching Strategy Research Of Primary School

From2001up to now, the basic education curriculum reform has been implemented for10years," full-time compulsory education mathematics curriculum standard (experimental draft)" advocated in the idea in the teaching practice to explore, practice for10years, now, the newly revised" full-time compulsory education mathematics curriculum standard" were completed in2011, in the autumn of2012a new revision of the mathematical curriculum standard will be carried forward like a raging fire. From the experimental release "basic mathematic activity experience" after putting forward, experts, scholars and teachers are exploring mathematics activity experience connotation and extension as well as in the implementation of the teaching strategy and methods.The study of primary school mathematics in the second period of graphics and geometric " field as the cut-in point of the research, from theory and practice two layer facing the basic mathematic activity experience is explored.In the first part, the author introduces the research background and the research method.In the second part, the author consulted with mathematic activity experience related theoretical articles and books, from theoretic analysis the mathematic activity experience connotation, characteristics and contents, in order to achieve the theoretical height leads his research. These researches will provide powerful theoretical support for the research.In the third part, the author will from the teaching strategy and the way of level research. In this part, the author searches and analyzes the primary school the second period" space and graph " in the field of mathematics teaching, teaching material has been found in the teaching process is very helpful in the cultivation of mathematics activity experience, based on analyzing the teaching material and the author’s teaching practice, the author summarized the teaching strategies:1.to create a specific problem situation, attracting students to participate in the pattern learning;2.carry out inquiry learning, cultivation experience;3.try to do mathematics knowledge, experience and creation, based on the same teaching content of the two teaching comparative analysis, the teaching approach is summarized as:l.to create hands-on time and space, culture geometric operation experience;2.carry out inquiry learning, cultivation experience;3.to provide opportunities for observation and thinking, culture observation and Reflections on the experience;4.attempt Solving Graphic Problems, training geometrically intuitive experience;5.practice and comprehensive application, cultivating compound and the application experience.Finally the author puts forward some problems to be considered, sincerely hope that the experts, scholars and colleagues to give guidance, with a view to the teaching practice in the future to get the answer.