The Study On Problems And Countermeasures In Elementary School Mathematics Classroom Introduction

As the primary link in a math class,the leading-in link in the math classroom of primary grades can play an active role in starting the class.Effective math classroom leading-in can draw attentions of students,stimulate their leaning motivation,define teaching objectives,establish the relations between the new and old knowledge in their mind,promote the emotional interaction between teachers and students,and lay a good foundation for the learning of the whole class.At present,there exist some problems in the math classroom leading-in of primary grades,for example,classroom leading-in goes through the motions and has no actual effects;the methods of classroom leading-in are not used properly;the form of classroom leading-in is stiff and lacks of innovation;the content of classroom leading-in tedious and boring;the classroom leading-in is not prepared well and has a low efficiency.Ineffective math classroom leading-in makes students not interested in math,which also is one of reasons why many pupils dislike studying math.More and more experts and scholars begin to pay attention to the research of classroom leading-in,and most of them expound from its connotation,methods,skills and function but there are few research results of math classroom leading-in link aiming at distinct characteristic of students in primary grades,especially the researches aiming at different math content are more lacking.At present,how about the current situation of math classroom leading-in in primary grades?What are the problems?What are the reasons that lead to the non-ideal effect?Through discussing and solving the above problems,this study plays a certain positive role in improve the effectiveness of math classroom leading-in in primary grades.This paper attempts to take the theory of classroom teaching,theory of learning motivation and theory of interest as the guidance,and the problems existing in the math classroom leading-in of certain primary grades in Changchun City as the research object,and applies literature method,observational method and interviewing method to carry out the researches.The main research content is as follows.The first is the problems existing in math classroom leading-in of primary grades.The second is to explore the factors that affect its effects.The third is to put forward effective countermeasures for the problems.This article tries to classroom teaching theory,motivation theory,and the theory of interest as a guide,a primary school lower grade mathematics classroom import problems in Changchun as the research object,using literature method,observation method,interview method and other methods to study,mainly study the following content:(1)the problems existing in the elementary school lower grade mathematics classroom import;(2)to explore the influencing factors affecting the effect of the import link of elementary school mathematics class;(3)to put forward effective countermeasures to improve the problems of elementary school mathematics classroom introduction.The following conclusions are drawn from the research:(1)the current situation of the introduction of mathematics classroom in elementary school is mixed;(2)the effect of the imported effect of elementary school math class on the imported method,content and form;(3)the unsatisfactory effect of the introduction of math class in the lower grade of primary school is limited to the level of teacher's classroom introduction.According to the research results,the following Suggestions are put forward:(1)to strengthen the learning of theoretical contents of teachers' classroom introduction;(2)strengthen the training of teachers' classroom introduction skills;(3)strengthen teachers'self-reflection and enhance their mutual assistance;(4)the school strengthens the training of teachers and leads the experts.