The Study Of Teaching Strategy Of Mathematics Reading In The Second Section Of Primary School

Mathematical reading is a key method of mathematics learning which facilitates students to improve their learning methods,cultivate humanistic literacy in mathematics,enhance their self-learning capabilities,and foster innovative awareness.The mathematics curriculum standard explicitly proposes to value the mathematics reading,create mathematics reading opportunities for students,and strengthen the education on students' mathematics reading ability.To implement the spirit of the mathematics curriculum standards,it is necessary for teachers to master systematic and operable instructional strategies of mathematics reading.However,through the investigation,it found that some mathematics teachers have insufficient understanding of mathematics reading and lack effective teaching strategies to guide students in mathematics reading.Therefore,guided by information processing learning theory,this paper is intended to discuss and analyze the teaching strategies of mathematics reading at the second learning stage with aims to construct a systematic and operable guiding strategy in mathematics reading classroom under the guidance of theory.The Test method,Semi-Structured Interview method and Literature Review method are adopted in this research to test the mathematics reading ability of students at the second learning stage in the form of examinations through the distribution of questionnaires;to understand the teachers' confusion in mathematics reading teaching through in-depth interviews;and to explore its theoretical connotation and characteristics by using the literature review method based on information processing learning theory.On the top of absorbing the ideas of Conditions of Learning and Principles of Instructional Design and based on analysis dimensions of the four phases of instruction,namely information input,processing,extraction and feedback,it attempts to explore the principles and strategies of mathematics reading in classroom teaching at the second learning stage of primary school.The study found that in the classroom teaching of mathematics reading,the principles of generative,subjectivity and developmental teaching should be followed.As to mathematics reading,based on the four analysis dimensions of information input,processing,extractionand feedback,it attempts to propose classroom teaching strategies that can be used at various stages.First,in the information input stage,sufficient and effective information input should be achieved by guiding students to develop a habit of complete reading and orderly reading,and strengthening students' mathematics reading exercise,which enable students to have sufficient and effective information input;second,in the information processing stage,extensive and systematic information processing should be achieved by guiding students to combine reading and writing and take a try independently,and helping students to integrate new and old knowledge to build a sound knowledge system;in the information extraction stage,cooperation and exchange are encouraged by guiding students to proactively participate in cooperation and exchange in expressing clear attitudes and the truth to improve students' information extraction ability through verbal communication;and in the information feedback stage,knowledge extension and transfer should be achieved by conducting classroom assessment and guiding students to sum up experience,and using timely sharing and other strategies to improve students' skills of knowledge extended application and learning.In the end,for practical reference purpose,teaching designs are carried out by taking the two sections of first volume of textbook of the fifth grade as an example.