Research On Mathematical Fundamental Activity Experience In Teaching Material

"Mathematical fundamental activity experience" first appeared in 2001 in the compulsory education mathematics curriculum standard(experiment draft), and in 2011 the compulsory education mathematics curriculum standard(revised) in one of the goals of "four base" course is put forward. "Mathematical fundamental activity experience" 13 years since the curriculum standard has a lot of related research. Sorts through relevant literature, the connotation of "mathematical fundamental activity experience" and elements, significance and value. A glimmer of teachers in the teaching practice, however, how to grasp the "mathematical fundamental activity experience" the achievement of objectives? How to operate for primary school students physical and mental development characteristics of mathematics activities? Textbooks, how to present "mathematical fundamental activity experience" ? How to evaluate teachers in the teaching goal achieved? Current research is not enough to the practical problem.First of all, by the method of literature, this study "mathematical fundamental activity experience", summarized the research of carding, mainly to experience the connotation, classification and basic mathematics activities teaching strategy research summarizes three aspects, for the author in the analysis. The author combines compulsory education mathematics curriculum standard "four" and "mathematics" goal, which is based on the elementary school mathematics teaching material, using analysis method, comparison method, induction, investigation of this research paper writing.By reading the textbook, the author of "integrated mathematics teaching material content and practice of" plate to Sue o ’clock and two o ’clock version teaching material, the number of material and content arrangement were analyzed. Summed up the two versions of textbooks in number, schools are teaching tends to be stable, Sue version of teaching materials of ups and downs is bigger; On the material layout, Sue version of teaching materials according to the characteristics of the students and more creative theme, consider the students’ characteristics of urban and rural life, schools are teaching material selection is neutrality, no outstanding creative theme; On the content arrangement are mainly considered the teaching material and Sue o ’clock when selecting content plate is in line with the students of the existing mathematical experience and knowledge of mathematics, analysis and discussion on the content. In the process of teaching practice in teachers is how to design and arrange the content of the "comprehensive and practical" plate case, based on the mathematical fundamental activity experience four teaching strategies.