Research On The Application Of The Convergence Of Mathematics In Primary School Under The New Curriculum Standard

Since the implementation of the 2011 version of mathematics curriculum standard,mathematic teaching in primary school has set off a wave of reform. Compared with the 2001 version, this curriculum standard has some problems which are worth thinking and discussing. The author believes that the most essential difference between the two versions lies in the cultivation of students’ creative thinking: the 2001 version pays more attention to the development of divergent thinking of students, but ignores the cultivation of students’ convergent thinking; while the 2011 version improves a lot, which not only stresses the development of divergent thinking, but also strengthens the cultivation of the students’ convergent thinking. This reform is from left to right and then to the middle as a process of reform, with a great influence on the majority of teachers and students to learn mathematics. Therefore, how to achieve the new curriculum standard and reflect main ideas in daily teaching is worth in-depth study as a mathematic teacher.Based on a large amount of literature summary and trial of a large number of mathematic teaching practice, this study will focus on the following four parts: what knowledge for primary school mathematics teaching can apply convergent thinking; convergent thinking can be applied into what teaching modes; convergent thinking used in mathematic teaching can be divided into what categories; convergent thinking in mathematic teaching has what strategies.Through the results of theory and practice, we can see that convergent thinking used in primary mathematic teaching is more suitable in high grades. The knowledge for good use of convergent thinking includes: solutions to problems, the four operations, factor and multiple, and polygon area. In the development of mathematic teaching, to combine divergent knowledge and effectively arrange it into system is consistent with the rule of mathematics. Besides, it can enrich the students’ knowledge system, stimulate students’ desire to learn and improve their learning. The divergent thinking in 2001 version is open with a flexible mode from one aspect to many aspects; while the convergent thinking in 2011 version is a process which is chosen and compared through different latitudes and then becomes an organic integration. Mathematic teachers in primary school should appropriately use this teaching method, make the process and result of mathematics more close to the students’ psychology and cognitive characteristics, thus become a favorable means to achieve effective teaching.