A Case Study On Practice Design Of Elementary Mathematics Teachers

Duing the current ten decades,with the advance of the new curriculum reform,Chinese mathematics classroom has attracted much attention from researchers.As the important part of teaching in mathematics classroom in primary school,class practice on mathematics teaching,especially the teaching under the new curriculum standard has irreplaceable importance. Therefore,teachers need to design the mathematics practice in class which is more effective and reflects new course con cept. Nowadays, there are many researches about the class practice design in China and around the world, but these researches are lack of overall systematic investigation, especially the survey about the practice design of some specific contents in some subject using case comparison methodology, which is even less. Thus, this research is based on the perspective in in-class mathematics teaching of elementary schools, and combined with typical cases comparison to find out the problems and characteristics in class practice design.This essay defines practice as:in new teaching, under the guidance and instruction of teachers, a practice activity using heads、hands、mouths in class after finishing new knowledge learning. The aim is to help the students experience the knowledge they learn, to promote the knowledge internalized and to consolidate、 improve and expand the important knowledge in that class.Based on the understanding of the concept in class practice, the author went into schools and pick out five typical cases. And divided them into two groups applying case study methodology and comparative analysis methodology. The first group is the comparative analysis of three elementary school math teachers having the same class practice design, there are three cases in all; through the comparative analysis of the three teachers in three cases, the author finds out the similarities and differences in this group, and combined with the effect of the implementation, the author discovers the problems in teachers、students and the practice itself. The second group is the comparative analysis of different class practices of one math teacher, including two cases. And also through the comparative analysis of the two cases, finds out the similarities and differences in this group, and combined with the effect of the implementation, tries to conclude the characteristics of teachers、students and the practice itself. Finally, the author puts forward some suggestions of practice design according to the features and the problems. The research like this can give referable advice to the front line teachers, moreover, it makes little contributions to the practiced issue-- how the teachers design effective practice in class.