| With the deep development of new curriculum reform,the training of innovation ability and practical ability is now put on the order of the day,traditional "two bases" becomes “four bases” in mathematic teaching,curriculum textbook compiling and mathematic teachers' teaching is challenged day by day.In order to promote students' practical ability and innovation ability,“Mathematics wide angle” appears in PEP primary mathematic textbook,infiltrating mathematics thought and providing material for training students' innovation consciousness.The use and research of “mathematics wide angle” gets more attention by educators.However,teachers are confused when teaching “mathematics wide angle”,especially how to infiltrate mathematics thought that teaching materials include ect.In order to find out the confusion and the reasons when teachers teaching “mathematics wide angle”,to know the difficulties of students learning,to put forward the teaching strategies of infiltrating basic mathematics thought,Teacher and students are surveyed by means of questionnaire to ask for the teaching and study information firstly.Then,the mathematics thought of the teaching material is analyzed.Next,the teaching strategies are analyzed when analyzing the quality teaching case of demonstrating mathematics thought.After that,this study provide teaching suggestions of infiltrating basic mathematics thought.Main conclusions from the research are:Through the investigation of teachers and students' questionnaire,it is not ideal to use "Mathematics Wide Angle" to infiltrate mathematics thoughts,especially in the background of the implementation of educational reform in CG district.From the survey of teachers,there are mainly the following problems: there are nearly one-third of the teachers did not correctly understand the intentions of "mathematics wide angle";teachers' attention on the "mathematics wide angle" is not enough,only 29.41% of teachers have consciously systematically analyzed the " mathematics wide angle",the consciousness of teaching by the textbooks is weak,52.94% of teachers can not better select and organize materials outside the textbook or replace the situation provided by the textbook according to the needs of the infiltration of mathematical ideas;teachers lack knowledge about the "wide angle of mathematics",especially the mathematical thought which are contained in it and how to grasp the characteristics of students' thinking;there is still much room for improvement on the teachers' choice of teaching method,"prepare students",the advising of learning methods and problem-solving strategies,the awareness of students and so.From the questionnaire survey of students,it is found that teachers' teaching "mathematics wide angle" using mathematics thought still exists in the form,does not reflects in nature;students master of mathematic thought still stay on the surface and they can not accomplish the knowledge migration;students' interest on mathematics and teachers' teaching methods have a great influence on the infiltration of primary school students' mathematical thoughts.After combing the arrangement and teaching requirements of "mathematical wide angle",it is found that "mathematics wide angle" is designed to let students feel the magical power of mathematics thought through a variety of mathematical activities,so that students desire to explore and discover the beauty of mathematics imperceptibly."Mathematics wide angle" emphasizes the process of experience and abstract,meanwhile it is different from the traditional application questions and "Mathematical Olympiad"."Mathematics wide angle" puts forward different requirements on the different sections of the students and pays more attention to mathematical thinking.Through the analysis of the mathematics thought and presentation modes contained in the text of the textbook,it is found that each example of "mathematics wide angle" and even every practice question,from presentation mode to problem solving process,permeates rich mathematics thought.The source of the "Mathematics Wide Angle" textbooks in the third to sixth grades includes cartoon characters,campus life,social activities experience,mathematical activities,family activities and pure mathematical problems without realistic backgrounds."Mathematics wide angle" permeates thought of combination of numeral and form,thought of classification discussion,thought of mathematical set,symbolized thought,optimized thought,transforming thought,Reasoning thought,ultimate thought,modeling thought.Through the analysis,we put forward three teaching suggestions of "mathematics wide angle" column: firstly,enrich the knowledge of our own mathematical thought to clarify the teaching objectives of "mathematics wide angle";secondly,use a variety of mathematical ideas to help students understand and master mathematical thinking;thirdly,pay attention to knowledge to help students to achieve the purpose of using mathematical thinking.Through the analysis of four high-quality teaching cases of "mathematics wide angle",four strategies of infiltrating mathematical thought are established: creating the situation of contact life to infiltrate abstract mathematical thoughts;carrying out mathematical ideas of diversified mathematical activities to infiltrate reasoning mathematical thought;experiencing "problem situation-the establishment of the model-solution and verification" process,to infiltrate the model mathematical thought and strengthening the transformation of mathematical thought to learn to use mathematical thought to solve the problem.The previous research concludes the strategy of infiltrating the mathematical thought in the teaching of "mathematics wide angle" based on the experience,but this research is based on the empirical evidence,so the conclusions will be more specific,operational and feasible than the previous conclusions. |
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