The Principles Of Junior Classes Mathematics Integrative With Practical Activity

As an entirely new curriculum system, Mathematics Integrative with Practical Activity is limited by such factors as insufficient education policy design, short-sighted school administration, teachers` inadequate understanding of experimental teaching theory & inexperience in application of teaching methods. Thus, in the new curriculum reform, it has theoretical value and realistic significance to learn how to best carry out the teaching designs of Mathematics Integrative with Practical Activity.A teaching design calls for application & provision, which depends on abundant teaching practice. This article, based on the teaching practice of junior classes and the empirical analysis in Hangzhou T Primary School, tries to design teaching strategies that are suitable for students according to theircharacteristics and needs, therefore to fully realize the aim of Mathematics Integrative with Practical Activity.Part I: introduction. This part talks about the background, significance, research summary and innovative viewpoints of Mathematics Integrative with Practical Activity. By doing so, a valuable theoretical reference is provided for the effective research in the topic.Part II: theoretical summery. This part mainly deals with the connotation and characteristics of Mathematics Integrative with Practical Activity, the psychological features of junior students and the learning curve of Mathematics Integrative with Practical Activity, all of which provide a logical starting point for the article.Part III: status quo of Mathematics Integrative with Practical Activity in junior classes. Based on the empirical analysis in Hangzhou T Primary School, this part gives an analysis on both the accomplishments as well as the problems and manifestations of the implementation of Mathematics Integrative with Practical Activity in primary schools in the aspects of school, teacher, teaching and curriculum.Part IV: cause analysis. The main reasons for the ineffective development or unsatisfied results of Mathematics Integrative with Practical Activity are unclear idea of the school curriculum, insufficient R&D ability, inadequate training system, and not enough support mechanism from the outside.Part V: countermeasures. According to the principles of junior classes’ Mathematics Integrative with Practical Activity, this article provides effective strategies regarding the analyzing students’ psychology and scope of knowledge, choosing topics relevant to daily life, carrying out diversified education methods and reflective teaching.Part VI: conclusion and prospects.