The Evolution Study Of Chinese Elementary School Mathematics Teaching Methods From 1949 To 2000

From the founding of New China to the end of the 20 th century, the change and development of the elementary school mathematics teaching methods can be roughly divided into three periods: the reference and exploration period(1949-1965); the destruction and stagnation period(1966-1976); the development and innovation period(1977-2000). In the reference and exploration period, Kailov’s five links teaching method became the elementary school mathematics teaching method’s normative paradigm in the early years of New China. When our country’s education circle became to realize the disadvantages of mechanical imitation, the reform of teaching method started getting into the exploration stage which combined with local teaching practice. In this stage, the teaching method reform experiments have been widely carried out, for example, teach only the essential and practice more, elicitation teaching method and so on. In the reference and exploration period, the elementary school mathematics teaching methods presents the following characteristics:distinctively political color; teaching method is single and formal, put emphasis on teaching basic knowledge but overlooking the practice of basic competence; the reform of teaching methods began with completely copy, what still need further study;teaching methods which were introduced before the founding of New China were completely denied, the essence hasn’t been taken in. During the destruction and stagnation period, because of the “Culture Revolution”, teaching methods’ reform experienced ten years’ calamity, except for the sansuanjiehe teaching method cater to the policy “The education and the productive labor unify”, other teaching methods cannot be found. The most striking feature in this period is politics can decide everything. When the Cultural Revolution ended, the elementary school mathematics teaching methods stepped into the development and innovation period. In this period,trying pedagogy, sixing teaching method, six factors unit teaching method and many other teaching methods making the teaching method filed presents a thriving new atmosphere. Compared with the former two periods, this period’s characteristics are much brighter. Firstly, the reform of teaching methods walking along with the path of inheritance, absorption and innovation; Secondly, with the deepening of the reform of teaching methods, scientific nature become more and more stronger. Thirdly,developing students’ intelligence and letting students learn how to learn become starting point and ending point, pay attention to students’ health becomes key point.However, blindly follow suit and indifference to promote can both be found in the teaching method reform tide. How to properly handle the relationship between impart knowledge and develop capability, experience reference and independent exploration,inheritance and innovation, basic theory and practical changing is the core problem which has always concerned but still need to be solved harder in the process of the elementary school mathematics teaching methods’ reform.This thesis consists of five parts. The first part elaborates research background and significance, concept definition, time range and phrase division, literature review and research methods. The second, third, fourth parts tease out the outline ofevolution of elementary school mathematics teaching methods from 1949 to 2000. It can be divided into three phrases: the reference and exploration phrase(1949-1965);the destruction and stagnation phrase(1966-1976); the development and innovation phrase(1977-2000). These three phrases tease out the background, contents and characteristics of the evolution of teaching methods from different times. The fifth part analyzes the motivation and developing tendency of evolution of elementary school mathematics teaching methods, primarily dissecting the external and internal motivation of evolution of teaching methods, developing tendency and reflection and revelation of elementary school mathematics teaching methods.