Content Analysis And Design Of Fraction Teaching In Primary School

Fraction plays an important role in mathematics knowledge system of primary school, and the introduction of the concept is an important extension of the concept of numerals at the primary school stage. Although fraction is based on learning integer for students, it is totally different from integer no matter comparing from the aspect of meaning reading and writing method, and the calculation method. Thus, the fraction is often considered to be the most complicated numeral in primary school mathematics. The fraction is the bridge between the positive integer and decimal, also is the foundation of rational Numbers at junior middle school stage. But it is not difficult to find there are many problems and obstacles in the process of concept learning fraction for primary school students.Due to the content of fraction is a complex knowledge system which is composed of a series of knowledge points, and it is closely related to many mathematical concepts and mathematical thinking, including the average, division, reduction of a fraction, decimal, percent, etc to make up a tight conceptual system of fraction. However, In these concepts, the understanding to fraction is to be the most basic concept of introductory courses in the fractional part, and plays a vital role in establishing the knowledge system of fraction.Basing on the analysis of "question-ask questions-problem solving", this research text analyzes the essence of curriculum and textbook on the fraction using the content analysis method. Aiming at the problems in the teaching process of students’ and teachers’, the research put forward for an effective teaching design with the new curriculum ideas, and rethinking and modification by taking teaching design analysis. it ends up with some of conclusions and suggestions of fraction teaching.This thesis explains the origin meaning, the research ideas and research methods of this problem, also analysis of problems in essence of fraction, curriculum and teaching materials, teaching and learning for students and teachers. To make the teaching design and case analysis of fraction cognition is according to the "diversification of interactive mode" and constructivist learning theory, and proposes amendments and addenda to the original design. At last, the thesis is to propose some suggestions in teaching.Research results show that, when introducing concept of fraction, we should pay attention to the teaching of grade point averages, appropriately increased equal error-correction of practice. Due to the understanding of fraction in the early period, teaching material pays more attention to this angle "relationship of the part and the whole", it caused that many students even in high grade also confuse even cannot distinguish between these two kinds of meanings. The teaching design about fractal on understanding should be appropriate to increase the "measure activities ", and make students understand the fraction from multiple angles. Through the analysis and understanding of fraction system, the purpose of this study is providing teaching practical design and advice of understanding the fraction for the frontline teachers’ teaching, which enrich the practical significance of this study and is better for the teachers to help students establish the concept of fraction.