Research On Ratio And Proportion Teaching In Primary Schools

“Ratio and proportion”is the last important element of elementary school.It aims to cultivate students 'ability to think and solve problems in a proportional way of thinking,and to develop students' concept of function.Infiltrating the thinking methods of mathematics is conducive to the smooth transition of students' mathematics thinking from elementary school to middle school thinking,connecting “arithmetic” and “algebraic” through “quantity” to“relationship”.However,many studies have shown that being able to truly grasp and flexibly use the knowledge of “ratio and proportion” is not an easy task for sixth grade students.Therefore,the teaching of “ratio and proportion” in elementary school has important research value.This thesis uses literature research,interview method and test investigation to sort out and analyze the domestic and foreign literature on “ratio and proportion” theory and teaching related to primary schools,and briefly outlines the relevant teaching theories,and analyzes the curriculum goals and curriculum contents related to the “ratio and proportion” knowledge.On top of these basis,the author conducted a questionnaire survey on the sixth grade students who using the teaching materials of the People's Education Edition,and conducted interviews with relevant teachers and students to understand the students' current learning status and existing problems from the perspective of the concept of“ratio and proportion”learning and the application of ratio to solve problems.Attribution analysis is carried out from the three dimensions of teacher professor,student learning,and “ratio and proportion” knowledge itself.Teachers lack the depth and breadth of lesson preparation.In the concept teaching part they do not pay attention to letting students experience the concept generation process.They do not pay attention to guiding students to the mutual connection of “ratio”and“score”,and failed to explain the superiority of using “ratio and proportion”to solve problems.Moreover,the utilization rate of visual model and information technology-assisted teaching is not high;students cannot analyze the quantitative relationship correctly,their problem-solving thinking is fixed,lacking contrasting and variant thinking,failing to establish a good connection between old and new knowledge and experience the superiority of applying “ratio and proportion ” to analyze and solve problems,can not develop a good habit of reviewing questions and inspections,etc.There are many concepts in the “ratio and proportion”knowledge that are more abstract for elementary school students,and this part of the knowledge is more comprehensive.According to the reasons for the above problems,a specific strategy for optimizing the teaching of “ratio and proportion ” in the sixth grade of elementary school was proposed: attach importance to students 'understanding of the concepts,let students experience the generation process of the concepts;cultivate students' awareness of question examination and the ability to analyze quantitative relationships;strengthen variant training,expand and enhance students 'thinking;strengthen the cultivation of students' self-checking habits;guide students to learn how to use ratio and proportion to solve problems flexibly;strengthen the penetration of mathematical thinking methods;improve teachers' teaching literacy and students' mathematical literacy.Finally,the teaching design is written with “Significance of Ratio” and“ Use Proportion to Solve Practical Problems ”as examples,and the case analysis is carried out with “Proportioning by Proportion”.