A Application Research Of The Guide Discovery Method Concept Teaching Of Primary Mathematics

With the deepening reform of the fundamental education in China, mathematical education in primary school puts forward its objectives clearly to cultivate the students’knowledge and competence of mathematics, build the positive attitude of learning mathematics and develop innovation spirits. That is to say, when teachers teaching mathematics, they not only pay attention to students’basic knowledge and basic skills, but also focus on the development of students’abilities. The total target that mentioned in primary school’s mathematics courses point out the process and methods while students learning mathematics, in order to cultivate students’ awareness of finding questions, the ability of analyzing problems and applying mathematics knowledge. This requires teachers to guide students to participate in classroom teaching actively, to guide students to learn how to learn and how to active learning, and help students to explore actively. According to these cases, the guided discovery method emerges at a historic moment.Mathematics in primary school includes learning conceptions, calculations and how to solve problems. Mathematics concept is the basic unit of mathematics knowledge, the starting point of understanding and grasping the mathematics knowledge and the foundation of building the framework of mathematics knowledge. Learning mathematics concepts is the basic unit of mastering other knowledge. Mathematics concept itself is the result of the thinking. The formation of mathematics concept is a process that can compare, abstract and conclude from the actual cases, and finally summarized by refined words and symbols. To introduce the guided discovery method in teaching mathematics concept in primary school give full expression to students’individual experience operation and communication, it really conform to the formation process of mathematics concept. In addition, the process of mastering mathematics concept is to foster students’number sense, symbol sense, ability of geometrical intuition, application sense and innovation sense.The article tries to analyze the guided discovery method at the theoretical level, which offers the theoretical foundation for its application in concept teaching of primary mathematics. Then, in terms of problems existing in the concept teaching of the second phase, the article probes into its internal reasons and discovers its efficient breakthrough. Eventually, by comparing the results of the guided discovery method between experimental classes and parallel classes, it can offer references for first-tier teachers to use the methods.The guided discovery method is that according to teaching details, teachers guide students finding new knowledge and mastering new skills by observing, analyzing and comparing at the background of problems as the central. Its basic features emphasize that teachers guide, students find and problems orient. Its teaching layouts are mainly about communication between teachers and students, independent researches and teamwork. And its implementation models are classified comparisons, inductive reasoning and analogy reasoning.The traditional second concept teaching exists many problems such as activities formalize, conditions simplify and students’abilities insufficient. The reasons for problems are mainly about the positioning deviation for mathematics concept teaching, lack of recognition in the concept teaching and defects in students that can’t fulfill systematic and abstract in the concept teaching. The writer compares students with the acquisition of knowledge, the development of abilities and feelings of studying and shows the method’s advantages by practicing the method into the concept teaching of circle.