Research On Teaching Strategy Of Primary School Mathematics Based On "Big Problem"

“The mathematics curriculum standard of compulsory education(2011 Edition)” emphasizes that mathematics classroom teaching should not only teach knowledge,but also guide students to learn how to study.Students are the main body of learning."Chinese Students' developmentCore Literacy" was publishedin 2016 which focuses on "cultivating people for all-round development",which is detailed into 18 basic points.At present,there are still some problems in primary school mathematics class,such as students' lack of problem awareness,inadequate independent exploration and communication.For this reason,this study takes graphics and geometry as an example,specifically studies the primary school mathematics teaching strategy based on "big problems",so as to enrich the new teaching model,improve the efficiency of classroom teaching,and promote the overall development of students.This paper mainly uses the methods of literature,observation,investigation and case analysis.This paper analyzes and ponders the existing literature and works at home and abroad,and combs out the origin of problem-based teaching,the connotation and characteristics of "big problem" teaching,the principle and method of "big problem" raising,the meaning of "big problem" teaching and the structure of classroom teaching.Based on the existing research,this study defines the concept of "big problem" and "teaching strategy".In order to understand the dilemma of mathematics teaching in primary schools based on "big problem",this study conducted a questionnaire survey for 32 Teachers in the M city "big problem" teaching and research team.The questionnaire is divided into two dimensions: one is the teachers' cognition of "big problem" teaching;the other is based on the teaching practice of "big problem" to analyze the existing problems.In order to carry out "big problem" teaching,we need to put forward "big problem" first.This study analyzes the "big problems" in 21 "big problems" classroom cases by studying texts,combining classroom observation and lecture learning,combing out the "big problems" of primary school mathematics graphics and geometry knowledge,the "big problems" of single structure and the "big problems" of theme structure,in order to carry out the "big problems" teaching make preparation.On the basis of sorting out the "big problems" and combining with the difficulties of primary school mathematics teaching based on the "big problems",this study has developed some universal teaching strategies,which are: raising "big problems" to determine the teaching objectives;students' independent exploration to preliminarily solve the "big problems";carrying out cooperative learning,comprehensive research conclusions;using "small teachers" teaching strategies;We should carry out in-depth dialogue in key thinking areas and adopt positive evaluation methods.Finally,this study selects 2 teaching cases of M school in M city for analysis,and analyzes which teaching strategies are used in the cases from the aspects of "big problem" teaching objectives,teaching methods,activity organization,feedback evaluation,etc.The teaching strategies proposed in this study are instructive,but not prescriptive.These teaching strategies are not suitable for all teachers and all teaching,and need to be adjusted in the actual teaching.In addition,the purpose of this study is to turn the jade,in order to better improve the ability of students to find and put forward problems and solve problems in mathematics teaching,and to provide a way of thinking and reference for the development of students' core literacy.