The Research On The Problem And Strategy Of Layered Infiltration Teaching Of Mathematical Equation In Primary School

In the primary mathematics education stage,equation in the "number and algebra" is a tipping point of primary school students from arithmetic thinking to algebraic thinking.Not only equation include itself knowledge,but more important is its thoughts method.However,the current teaching of "equation" is only focused on the upper grades,students' learning situation is not optimistic.Based on the relevant theories,it is found that the teaching situation needs to be improved urgently.First of all,this paper deeply interprets the expression of the equation? the teaching requirements of the equation and the thought of the equation in the Curriculum Standard,roughly grasps the general situation of the relevant description.Secondly,I browse the domestic and foreign research results of the primary school equation and equation thought,collating and analyzing the literature,in order to grasp the current research status more objectively.Thirdly,With the goal to go deep into a primary school in Changsha,each year's two classes' students and 36 teachers are elected as the object of study in the assistance of teachers.The method of questionnaires survey and interview is used to study the teaching of equation at different levels to get a generalunderstanding of the actual teaching situation.Comprehensively analyzed the investigation,I find out the problems of layered infiltration teaching of mathematical equation in primary school and propose to the corresponding teaching countermeasures.The study found :First,in the basic layer of the first section,the cultivation of student's sense of symbolism is not strong enough and they can't understand the function of symbols,which leads to confusion about the concept of learning equation and its meaning.Second,in the development layer of the second section,the teaching of equation's thought is separated.Students' understanding of the quantitative relationship is not thorough enough,and they do not form a certain structural consciousness in the mind,which leads to the rustiness of the equation solution when the sequence equation is solved.Third,in the reinforcement layer of the third stage,teachers ignore the essence of equation,students do not understand the value of equation method and equation thinking,which leads to "small problems" in solving equation,and then the development of algebraic thinking is limited.Suggestions for improvement:First,at the basic level,we should lay a solid foundation to enhance the cultivation of student's sense of symbolism.Teachers should excavate and attach importance to the content of the "front equation",initially cultivating students' sense of equation.Second,we should enhance the convergence process of development and advance the teaching about equation's method and relations.Teachers should train students in a hierarchical and multi-angle understanding of the relationship.Of course,we can properly strengthen the training of formula,rule and mathematical language,gradually penetrating a certain equation thought.Third,at the promotion level,we should enhance the teaching of equation essence,highlighting the value of equation thought and equation method.That is to say,we should not only attach importance to the front and back of equation,but also pay attention to the variability and integration of equation,connecting and strengthening the teaching between the various stages.To sum up,equation teaching requires teachers to help students master thinking method step by step and comprehensively,so as to promote the development of students' thinking ability.