Research On The Strategy Of Infiltrating Mathematical Thinking Method In The Teaching Of "Mathematical Wide Angle"

Under the background of the new curriculum reform,the brand-new section of "Mathematics wide Angle" appears in the primary school mathematics textbooks of the people's Education Publishing House.Mathematics wide-angle content is an independent unit of 12 textbooks.With the addition of this part,it puts forward a new test for teachers.Most of the teaching materials involved in "Mathematical wide Angle" come from life,which are interesting and operable,and try to present mathematical thinking methods with the simplest life examples.In order to realize the teaching value of "mathematics wide-angle" and infiltrate mathematics thinking methods into classroom teaching,this paper investigates the implementation of mathematics wide-angle teaching at the present stage,and explores the existing problems and their causes.and find instructive teaching strategies for front-line teachers.Centering on the wide-angle related problems of mathematics,through a comprehensive review of the existing literature,teaching materials and teaching reference materials,this paper finds the research basis of this paper and the mathematical thinking methods contained in the contents of mathematics wide-angle textbooks.At the same time,a questionnaire was created from four aspects,such as textbook arrangement and learning situation,and a questionnaire survey was conducted among 155 mathematics teachers in front-line primary schools,supplemented by necessary interviews,so as to grasp the current teaching situation.According to the analysis of the results of the questionnaire survey and the understanding of front-line teaching in practice,it is found that there are still many problems in the wide-angle teaching process of mathematics,such as insufficient study of the contents of teaching materials and lack of overall grasp;the setting of teaching objectives is unreasonable and does not fully respect the starting point and needs of students;the effectiveness of classroom activities is insufficient,ignoring the infiltration process;lack of knowledge connection between ancient and modern times,ignoring the role of "mathematical historical materials".As the saying goes,"everything happens for a reason".There must be reasons for these problems in the wide-angle front-lineteaching of mathematics.According to the above problems,the corresponding reasons are as follows: lack of comprehensive understanding of teaching materials,lack of attention to teaching materials;over-reliance on teaching reference books,ignoring the starting point and actual needs of students;teachers pay more attention to the teaching of knowledge,but not enough attention in the process;teachers do not have enough knowledge reserves and ignore the study of mathematical historical materials.Finally,typical teaching cases are selected to support the proposal of teaching strategies.First,deeply study the teaching materials and grasp the core ideas.It includes:grasping the knowledge content of teaching materials;understanding the arrangement system of teaching materials;grasping the core ideas contained in "Mathematical wide Angle".Second,accurately locate the teaching goal and infiltrate the mathematical thinking method.Including: appropriate grasp of teaching requirements;the formulation of hierarchical teaching goals.Third,pay attention to the teaching process and understand the thought of mathematics.Including: questions put forward,directly hit the essence,promote students' thinking;experience activities,cooperative exploration,provide opportunities for perception;number and shape combination,intuitive and easy to understand,promote the development of thinking;contrast extraction,summary,perception of the use of ideas;blackboard writing design,clear thinking,pay attention to the use of mind map.Fourth,Pay attention to the construction of teachers and improve their professional accomplishment.It includes: strengthening the ideological construction of teachers,putting teachers' moral cultivation in the first place;strengthening the study of professional knowledge to improve their own professional level;strengthening teachers' after-class reflection to promote the improvement of professional quality;enriching teachers' knowledge reserve and paying attention to the use of mathematical historical materials.It is hoped that through this study,we can truly understand the teaching situation of mathematical thinking methods in primary school mathematics,as well as the infiltration of mathematical thinking methods in "Mathematical wide Angle",and further understand the needs of teachers' professional development.and then for primary school mathematics front-line teachers to provide some operationalsuggestions.