| Picture books are the first book for children to perceive the world by reading.With more and more emphasis on picture books reading,the upsurge of math picture books teaching has risen.Math picture books skillfully combine story with math,making reading and thinking coexist and perceptual and rational collision.The use of math picture books is in line with the law of cognition and psychological development of the lower-grade elementary school students,allowing students to learn math knowledge in a relaxed and fun math classroom.The teaching of lower-grade elementary school math picture books is in the development stage and has not formed a complete system,so it is a topic worth studying.This study uses the literature method,questionnaire method,interview method and case method to study the teaching of lower-grade elementary school math picture books.By reading a large amount of literature,learning relevant theoretical knowledge,and understanding the current development trend of lower-grade elementary school math picture books teaching;issuing questionnaires to teachers in 31 elementary schools in Hangzhou,and understanding the relevant information of teachers and math picture books teaching for analysis and research;for 7 elementary schools Teachers conduct interviews to learn more about the development and implementation of math picture books teaching;observe 6 lesson math picture books lessons in the lower-grade elementary school;experience the actual situation of the lower primary picture book teaching in the classroom,and experience the actual situation of elementary school math picture books teaching in the classroom,and record math picture books teaching cases.This article contains the following five parts.The first part discusses the background,significance,literature review and methods of this research,introduces the development history of picture books research and highlights the advantages of math picture books teaching.The second part is the theoretical basis of elementary school math picture books teaching.It introduces the characteristics of fun,life and richness of math picture books teaching.Based on the connection between math picture books teaching and cognitive development theory and intuitive teaching theory,the advantage of lower-grade elementary school math picture books teaching to help students develop in an all-round way is highlighted.The third part is a survey of the current situation of lower-grade elementary math picture books teaching to grasp teachers' knowledge of math picture books,the selection of math picture books,the application of math picture books,and the evaluation methods of math picture books.The fourth part is based on the analysis results.It is found that there are four problems in the teaching of math picture book in the lower-grade elementary school: teachers' insufficient understanding of math picture books teaching,the lower-grade elementary school math picture books selection,the unreasonable use of math picture books teaching,and incomplete teaching evaluation.Through the reference of literature and survey results,in-depth analysis of the four factors of teachers' enthusiasm for math picture books teaching,math picture books analysis ability,use of picture books teaching ability and evaluation awareness.The fifth part is to put forward corresponding solutions to the problems in the teaching of math picture books in the lower-grade elementary school.Full of enthusiasm to improve the understanding of picture books teaching;choose the best,choose the appropriate math picture books;targeted,rational use of picture books teaching;change the string easy to adjust,focus on improving teaching evaluation. |
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