| In primary school mathematics teaching,scores are both important and difficult.Specifically,in the primary school stage,good grades,for students to receive mathematics continuing education,made good preparations,but also improved the students’ability to apply mathematical theory to life practice.However,in real life,the application of scores is not very much.Students encounter problems in real life,it is difficult to think of using scores to solve them.Most elementary school teachers say that in mathematics teaching,scores are the most difficult to achieve effective teaching.This is not only manifested in the poor quality and effect of score teaching,but also manifested in the unavoida’ble errors in grade learning of primary school students.In recent years,some mathematics teachers on score teaching have also done research based on their own practical experience,but the content of the research has not received the attention of the majority of first-line mathematics teachers and mathematics education researchers.In the primary mathematics classroom,the score teaching is still Very weak links,primary school students still have many difficulties in score learning.Therefore,it is of great practical significance to carry out the research on fraction teaching,overcome the difficulties of fraction teaching in primary schools,promote the development of pupils’thinking ability and improve the efficiency of fraction teaching.Through consulting and understanding a large number of documents and materials,and combining with teaching practice experience,the author comprehensively uses the methods of literature,questionnaire and interview to explore the problems in the process of grade six pupils’score learning,focusing on the causes of pupils’ score learning difficulties,and puts forward some suggestions with practical teaching value.The conclusions are as follows:1.Sixth grade students in primary school can not distinguish the concepts in the score system.In the absence of computational rules,we still don’t know when to use multiplication and division when to solve the application problems of fractional multiplication and division.2.The sixth grade students are generally interested in the study of score knowledge and lack initiative.Classroom participation is not strong.From the feedback of after-class questions,students’learning effect in the fraction class is not particularly ideal.3.The reasons for the difficulty of grade six students’score learning are as follows:the teachers’ inadequate development of textbooks,lack of multi-angle introduction of the concept of score,mistakes in the teaching process of teacher’s score,and the teachers’failure to establish the concept network of score when designing the content of score teaching.4.Through the analysis of the difficulties and causes of grade six students’score learning,the improvement strategies are put forward.Make full use of situation maps to create problem situations,pay attention to students’learning conditions,attach importance to the development of mathematical experience to improve mathematical literacy,pay attention to students’ understanding of fractional knowledge,and experience the formation process of knowledge in the classroom. |
