A Case Study On Mathematics "Four Qin" Activity Instruction In Primary School

Since the National Activity Instruction Seminar was held in 1996,activity instruction which has become the necessary means to develop quality education has swept the field of pedagogy.The relevant research of activity instruction extended to specific subjects and students of each section and transferred from the subordinate status of “second class” to the core position of “first class” gradually after 2001.“Compulsory Education Mathematics Curriculum Standard(2011 Edition)” expanded the overall goal of the curriculum from “double base” to “four bases” clearly in which emphasized the acquisition of students' basic knowledge,basic skill,basic ideas and basic experience of activities in mathematics learning to cultivate students' capability in finding,asking,analyzing and solving issues.“Activity instruction” and “mathematics activity” have become the important topics that primary and secondary school mathematics teachers must pay attention to.Mathematics has the characteristics of mathematical language symbolization,mathematical objects abstraction and so on.The primary students' cognitive level is exactly in the specific computing stage,so it is difficult for them to understand and internalize the symbolized and abstract content in mathematics and they need to aware,inquire and think fully based on specific examples and personal activities.Therefore,this study mainly focuses on the qualitative research,adopts the case study method and takes a primary school in Chongqing that is implementing mathematics activities as a research object.Through specific research methods such as classroom observation,interview and physical collection to depict the reality of mathematics activities instruction in the case school,excavate and extract the guiding ideology,local key words and basic characteristics,then to complete the theoretical construction of practical experience and analyze the conditions that support the successful mathematics activities instruction.At last,the conclusion,suggestion andenlightenment are drawn from the effective elementary mathematics activities instruction.The discussion of the researcher's entry into the research site and the basic situation of the case school mainly describes the researcher's initial experience of“Qinqin campus”,the exploration and practice of “Qinqin education” by S primary school,and the background and development of the mathematics activities instruction in the case school to provide comprehensive background information on better understanding of the mathematics activities instruction in the case school.The revelation of the reality of mathematics activities instruction and the construction of mathematics “four qin” activity instruction in primary school draws through the “kilometers of knowledge” and “angle measurement” class records,with teaching examples as material to construct the theoretical framework of S primary school's mathematics activity instruction which is named as “four qin”-close,self-practice,self-being and affinity.The framework is taking “the most pro-children” as guiding ideology and paying attention to cultivate students' mathematical quality.Activity content is close to the age characteristics of students,the world of life and cognitive experience;activity process is perceiving,inquiring and communicating personally for students;relationship between the main subjects is teacher-student affinity,student-student affinity,teacher-teacher affinity.And the paper summarizes the basic characteristics of mathematics “four qin” activity instruction in S primary school:all the activities are from the image-specific to the abstract generalized;all the activities are for the students;all the activities are real and well-structured.The supporting conditions of the successful implementation of “four qin”mathematics activities instruction in S primary school are mainly divided into subjective conditions of teachers and objective conditions of schools.The subjective conditions of teachers include advanced education belief,open mindset,solid professional knowledge and teachers' practice and reflection on mathematics activity instruction.The objective conditions include the characteristic school culture and the complete teaching and research community.The conclusions and revelations part of the research reiterate the core content and value proposition of this study,conduct an educational reflection on the case,put forward that the “four qin” mathematics activity instruction as the guide to realize the cultivation of students' mathematical accomplishment,and promote the development ofmathematics activity instruction under the dual guarantee of the subjective and objective conditions.Hope that this can provide new teaching ideas for front-line teachers,promote teachers to grasp the teaching methods of mathematics activities scientifically and accurately,improve the depth and level of mathematics activities,improve the quality and efficiency of mathematics activity instruction,and then promote the all-round development of students' mathematical thinking,mathematical knowledge,mathematical skills and experience of mathematical activities.