| "Equation",the content of the fifth unit of the first volume of the fifth grade(People's Education Edition Texbook),is the key and difficult content of mathematics in paimary school.The learning of Equation mirrors the students officially start-the learning of algehra Although both teachers and students have attached great importance to the content of equation,there are still great difficulties in equation teaching because Equation is related to the change of students' mathematical thinking.This paper focuses on how to improve the teaching of mathematical equations in primary school.Specifically,it includes the following series of questions:first,how to interpret the curriculum goal and content setting of "formula and equation" in the curriculum standard?What are the changes in the requirements of "formula and equation" in the curriculum standard(2011 version)and the curriculum standard(experimental version)issued in 2001?Second,what are the difficulties for students in learning the equation?And what are the reasons behind them?Third,what are the classroom teaching strategies to improve the content of elementary school equation?How to effectively implement it in classroom teaching?This paper mainly uses interview research,literature research and case study.Firstly,the objective requirements of the equation content in the curricuhrm standard and the arrangement characteristics of the equation content in the textbook are analyzed to understand the teaching objectives of the equation content and the distribution of the equation content in the textbook.Secondly,through interviews with teachers and students,the author tries toknow the current situation and difficulties of equation teaching as well as the difficulties of students' learning equation.She also analyzes and summarizes the reasons of students' learning equation difficulties by analyzing the students homework and test papers,especially the representative cases.In addition,the author analyzes the classroom teaching video,puts forward teaching snggestions and then makes a teaching design.Finally,she gives some practical suggestions on how to better design equation teaching-Through the interview between teachers and students and the analysis of students' humework and test papers,the author finds the dfficulties in equation teaching.In the phase of learning how to use letters to represent mtibcrs,the challenges ar-e as follows:First,it's difficult to understand the reason for using letters-to represent numbers.Second,it's easy to ignore distinguishing juxtaposing symbols Third,the duality of "letter represents number" is ignoored-In the prrocess of learning"the meaning of equation",students have the following difficulties:first,the students can't fully understand of unknown numbers;second,the students do not understand the idea of equation.In the process of "solving equation",the challenges are as follows:first,the students do not understand the meaning of "the nature of equation".Second,"contimous equation" is misused to solve dth equation.IhirdIt is difficult for students to master the content of transformation.In the jphase of bractical problems and equations",students have the following difficulties:first,hypothesis errors led by the misunderstanding of the question.Second,the students can't or inoarrectly find the equal relationship Third,the wrong use of reverse thinking to list equations.Fourth,equations can be listed but not solv-ed-From the five aspects of equation consciousness,number Tepresented by letters,meaning of equation,solving equation and listing equation.tills paper puts forward the following effective strategies far equatioin teaching=fiasts cultivating equation consciousness:using pre-equation knowledge;second,imuerstandng fthe meaning of algelbraic formula:comparing the characteristics of arithmetic and algebra;third,understanding the thought of equation to grasp the essence of equation;Fourth,finding out according to various clues.Fifth using "algebraic method" and"arithmetic method" to solve the equation. |
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