A Study On The Teaching Strategies Of Primary School Mathematics Equation Based On The Comparison Of Textbooks

Simple equation is the most difficult point of mathematics teaching in elementary school.Aiming at the gap between curriculum standards and students' academic conditions,this paper uses literature research,on-site interviews,questionnaires and other research methods to analyze the teaching status of the simple equation of the People's Education Edition.Optimization Strategy.The study selects teachers and students who use PEP textbooks.Through teacher interviews and student questionnaire surveys,it is found that the significance of the existence of equations in the simple equation teaching of PEP is difficult to clarify,the basis for solving equations is hollow,the efficiency of practice classes is low,and equations Problems such as lack of consciousness and equation thinking.In response to these problems,the study chose to compare the macro and micro aspects with the Zhejiang Education Edition.The following comparison conclusions are obtained:(1)In the way of knowledge presentation,the Zhejiao version presents another basis for solving Wayne diagrams and equations than the human education version;(2)The comprehensive difficulty of exercises,the Zhejiang education version is more streamlined than the human education version However,the difficulty of reasoning is higher than that of the People's Education Edition;(3)In terms of design features,the Zhejiang Education Edition has more comprehensive practice and wisdom practice paradigm than the People Education Edition.In view of the above problems and the conclusions obtained from the comparison of textbooks,an optimization strategy is proposed for the simple equation teaching of the People's Education Edition:(1)perfect knowledge presentation of the equation meaning and integrate it into the Wayne diagram;(2)build a bridge to understand the nature of the equation and enrich the solution Basis;(3)Scientific design exercises,focusing on one question with multiple solutions and one question with change;(4)Absorbing design features,adding expansion links,and penetrating equation ideas.According to the teaching optimization strategy,design teaching cases of the practice class and analyze the effect.The results show that it can effectively stimulate students 'interest inlearning,cultivate students' equation awareness,and effectively improve the teaching effect.