Investigation And Research On The Current Teaching Status Of "Comprehensiveness And Practice" Teaching In The Upper Primary School In K City

"Comprehensiveness and Practice" has become a new section independently in the Mathematics Curriculum Standards for Compulsory Education(2011 edition).It is a kind of problem-based learning activity with students’ autonomous participation in inquiry as the main purpose to train students to use relevant knowledge and methods comprehensively to solve practical problems.The purpose of this module is to develop students’ problem-solving abilities using related compressive knowledge and approaches.In the activities,let students experience the characteristics of mathematics,understand the relationship between mathematics and other disciplines,and feel that "mathematics comes from life".Based on relevant research and teaching practice,this paper investigates and studies the current situation of "comprehensiveness and practice" teaching in K City upper primary school by means of questionnaires and interviews,and puts forward constructive strategies for the problems and puzzles existing in the current teaching situation.Through the investigation,we know that the current situation of "comprehensiveness and practice" teaching in K City upper primary school is as follows: 1.The frequency of teaching development accords with the curriculum standards,and the teaching focus is reasonable and comprehensive;2.Teaching objectives are too broad and not specific;3.The content of the textbook is not clear,and the theme of the textbook is from the reality of K city;4.Although the teaching forms are various,the status of students as the main body is not prominent;5.The teaching evaluation standard is not perfect,the evaluation method is too single,and the teaching lacks reflection.Through investigation and analysis,this study summarizes the reasons for the current situation of upper primary students’ " Comprehensiveness and Practice " teaching in K City primary school:1.Teachers’ curriculum concept is weak,the examination is not involved,and the content is relatively new;2.Teachers lack of analysis of teaching objectives and dilute the role of objectives;3.Teachers’ ideas are outdated and they have excessive curriculum control,and students have less independent inquiry;5.Teaching resources are insufficient and students’ knowledge reserve islimited.In addition,this paper also puts forward constructive strategies to solve the problems: relevant education departments provide teaching resources(such as teaching,reference books,teaching case sets and venues)to ensure smooth development;teachers change their concepts,improve their teaching ability,enrich their knowledge structure and enhance the status of students as the main body;select themes,focus on objectives,in-depth analysis of content;improve the evaluation system;Unify evaluation criteria and enrich evaluation forms.Finally,the author consults with experienced teachers by consulting a large number of materials,and combines his teaching experience to give two different types of teaching cases and comments: the case analysis of teaching design of "Water Conservation" in the first volume of sixth grade and the case analysis of teaching design of "Mathematics in Bicycles" in the second volume of sixth grade.