Investigation And Practice Of High Grade Primary School Students’ Mathematical Basic Activity Experience

In recent years, with the reform of mathematics curriculum in our country deepening and advancing, people begin to pay attention to the cultivation of innovative talents, to realize that education should start from the basic education, to cultivate and improve the students mathematical insight ability and practical ability, and to improve the comprehensive mathematical literacy. In 2011 the "compulsory education mathematics curriculum standard" the basic idea of the proposed "two basics" to "four", that is: not only pay attention to "mathematics basic knowledge", "mathematical basic skill" formation and accumulation,attention should also be paid to "the basic idea of mathematics" and "Mathematical fundamental activity experience". Reverse the past "heavy result, light process" of thesituation of the education idea, to the vast number of educators has been a wake-up call. But the concept of the update is really popular or only a few teachers know? The concept ofupdate is to implement it, really into the daily teaching process? A lot of scholars for theconnotation, basic mathematic activity experience of the classification, characteristics and the implementation of teaching strategies to do research, but there are doubts on the degree of accumulation of how to evaluate the students’ basic mathematic activity experience problems. How is the accumulation of high grade primary school students the basic mathematic activity experience? As a teacher, should be and what teaching strategies to help the accumulation degree of how to evaluate the students’ mathematics activity experience? The investigation and Research on these issues, hoping to give the majority of teachers to help students to accumulate basic mathematic activity experience some enlightenment.In this study, high grade primary school students daily learning and experience as the starting point, to explore the accumulation of theory and practice from two aspects of their basic mathematic activity experience, in order to find the effective strategies to help the accumulation of Mathematic Activity experience. Mainly divided into four parts:The first part is the literature review, through the domestic and foreign literature, a systematic introduction and list the research on basic mathematic activity experience and the latest achievements, to carry out the work in practice under the guidance of the theory of the firm.The author found that reading, the accumulation of Chinese scholars on how to detect and evaluate the students’ mathematical basic activity experience are confused, how to carry out the activities of students about basic mathematical experience practice research has become an urgent problem.The second part is the author on the basis of previous studies, defines the connotation ofbasic mathematic activity experience, the basic mathematic activity experience is divided intosensory experience, that experience guess, operation experience, experience, experiencejudgment expression strategy and application development experience six dimensions, and the educational value of basic mathematic activity experience are discussed.The third part is the practice research, do a survey of high school students at the stage of basic mathematic activity experience. Two sets of different grades were prepared to test, test questions to dimensions mental age characteristics of primary and secondary school studentscognitive level and basic mathematic activity experience for reference, carry on the system analysis to the test results by using SPSS17.0 software, combined with qualitative analysis, will answer students’ original presentation.The fourth part is a combination of two specific teaching cases, the dimensions of basic mathematic activity experience as a framework to analyze, help students accumulate basic mathematic activity experience teaching strategies, teaching materials and curriculum standards: analytical study to carry out mathematics activity.