The Research On Deep Teaching In Primary School Mathematics Classroom

The new round of basic education curriculum reform has undergone tremendous changes in the field of education and teaching for more than a decade.Various educational theories,teaching concepts,teaching methods and classroom strategies have been developed and The theory of deep teaching was proposed in the context of this great development.Since 2010,the theory of "deep teaching" has entered the experimental schools and has been further developed in classroom teaching reform experiments,it has also achieved fruitful results in theoretical research and practical research,especially in classroom teaching and student development.The perspective of the current lack of depth in mathematics teaching in primary schools,the concept of in-depth teaching has important guiding effects not only on the improvement of teaching quality for primary math teachers in the primary school,but also on the practical implications for improving pupils'interest in mathematics learning.This research focuses on the mathematics disciplines in the primary school and takes the in-depth teaching philosophy as the theoretical foundation of the study.It puts forward the connotation of the in-depth teaching of primary mathematics and lays a foundation for the in-depth study of advanced mathematics in primary schools.Through in-depth analysis of a large number of teaching records,there are five reasons in ascertaining the lack of depth in the teaching of primary school mathematics teachers:(1)The teaching ability and level of teachers need to be improved;(2)The teachers'knowledge and teaching concepts need to be updated;(3)Insufficient reserve of teachers' mathematics expertise;(4)Teachers' understanding of the nature of mathematics needs to be deepened;(5)Teachers' understanding of the value of mathematics education is insufficient.Based on these conclusions:Five strategies for implementing deep teaching in primary school mathematics classroom teaching:(1)Reshaping the educational teaching concept system;(2)Understanding the connotation of in-depth teaching theory;(3)Strengthening knowledge learning in mathematics subject;(4)Changing mathematics teaching material understanding Paradigm;(5)Strengthen education and teaching skills training.