Survey And Strategy Research On The Status Quo Of Lower Grade Mathematics Teaching In Primary Schools

The calculation of number is the most widely used mathematical knowledge in daily life,especially in primary school,where calculation knowledge takes a greater proportion.Calculation teaching can be more scientific and effective on the basis of training the students'computer ability,correct recognition of calculation's role in mathematical education,and accurately understanding the inner thought and method of calculation.So to speak,the basic knowledge and skill of math,the development of observation,memory and thought,the cultivation of nonintellectual factors including study habits,emotion and will of the students are closely connected with mathematical education.The mathematical teaching of the junior grade is the fundamental part,just like the foundation of a house,only when the foundation is laid firmly,the students will steadily make progress.With the increasing popularization of advanced and simple calculation tools,the requirements of calculation skill are gradually reduced.Mathematics Curriculum Standard for Compulsory Educationreduces its demand for the calculation skill of students,for example,the speed of calculation.However,calculation teaching is an important step in the ma thematic education in primary school,the calculation ability of students should be improved immediately.The calculation teaching in primary school is the most important part,but the calculation ability of low grade students remains to improve.The author steps into the primary school classroom,and conducts a questionnaire survey of low grade students and front-line teachers.The result shows a multitude of problems in the calculation teaching of low grade students in primary school,such as students' low interest of calculation,teachers' misunderstandings of teaching philosophy in calculation teaching,students'improper habits of calculation and imperfect system of teaching evaluation.Reasons accounting for this situation are various.The author gives some reasons of these problems by analyzing the interviews and questionnaires,and combining some classroom observations and researches on document literatures.The reasons are as follows:uninteresting teaching content;teachers,lack of understanding students and curriculum standards;lack of systematic training of students'alculation habits;teachers' and students'insufficient understanding of the function of the teaching evaluation.In the last,the author also puts forward relevant strategies to improve this situation:creating valuable situation;better understanding of calculation principle and optimizing algorithm;developing good habits of calculation and perfecting the evaluation mechanism of calculation.It is hoped that the thesis will provide enlightenment and help for the readers.