A Study On The Phenomenon Of "Pseudo-life-Oriented" Mathematics Teaching In Lower Grades Of Primary Schools

With the rapid development of science and technology,the society's demand for talent's abilities is getting higher and higher.Education,as the main way of talent cultivation,has been given an important mission by the times.In order to adapt to the development of society,China actively promotes the reform of basic education curriculum.The idea of life-oriented mathematics teaching proposed by the new curriculum reform,which is an effective means to improve students' ability of application and innovation,has been widely recognized by the public.Primary school teachers have been trying in their daily practice to change the situation that knowledge and life are separated from each other in the past,and bring students' life experience into classroom teaching.However,due to the lack of pedagogical and psychological theory related background and teachers' wrong interpretation of the concept of life-oriented mathematics teaching,a series of problems have arisen in the actual classroom teaching,resulting in the phenomenon of "pseudo-life-oriented" mathematics teaching.Based on the theory of life-oriented teaching,this study actively explores the causes and countermeasures of the phenomenon of "pseudo-life".The phenomenon of "pseudo-life" in teaching proposed in this paper is not to deny the great benefits of life-based teaching to us,but to a certain extent to further improve and enable life-based teaching to play a greater role.In this study,literature research,classroom observation,case analysis,interviews and other methods are used to study the electronic teaching plans of PEP edition textbooks for Grade One and Grade Two and the implementation status of life-oriented mathematics teaching for Grade One and Grade Two in certain sample schools.It is found that the phenomenon of "pseudo-life-oriented" mathematics teaching in lower grades of primary schools do exist.Comparisons are drawn from three aspects to define the concept of "pseudo-life-oriented" teaching of lower gradesmathematics education in elementary schools,namely,"life-oriented teaching for whom","life-oriented teaching from what kind of life experience","how to implement life-oriented teaching".Based on the collection and organization of e-documents,classroom observation and teacher interviews,this paper reveals the manifestation and harmful effects of "pseudo-life-oriented" mathematics teaching in lower grades of primary schools,analyzes the cause of its formation and proposes corresponding coping strategies or recommendations.This research finds that the "pseudo-life-oriented" teaching phenomenon in lower grades of primary schools mainly manifests in several aspects such as misplacement of teaching subjects,inappropriate selection of teaching materials and the improper implementation of life-oriented teaching,etc.The main causes include four aspects as follows: first,teachers' misinterpretation of the concept of teaching life-oriented mathematics,insufficient pre-class preparation,and their monotonous teaching methods;second,students' misplaced motivation of studying for high scores only;third,schools' ignorance of activating life-oriented mathematics teaching;fourth,inadequate living experience of teachers and students caused by the rapid development of society.In view of these reasons,the following countermeasures are put forward: first,to establish a correct concept of life-oriented teaching;second,teachers should be fully prepared before class-actively develop the material in life,creatively use teaching materials for teaching design,and create appropriate living situations in advance;third,to adopt a variety of life-oriented teaching methods in the classroom;fourth,schools should strengthen school-based teaching and research on life-oriented teaching;fifth,to stay conscious in enriching life experience.