The Study On The Educational Value Of Mathematical Measurement Knowledge Teaching In Primary School

Mathematics is a science that studies the relationship between spatial form and quantity.Quantity is an important object and content of mathematical research.Measurement concerns the national economy and people's livelihood and runs through all areas of life and science.Therefore,during the elementary education,it is particularly important to learn the knowledge of measurement well.And throughout the domestic and foreign compulsory education mathematics curriculum standard at home and abroad,the classroom teaching of mathematical knowledge,mathematical textbook measurement,the author found that the measurement of knowledge in basic education has received the attention abroad,but in our country,compared to the number and algebra,graphics and a few other lines in terms of knowledge,the elementary school mathematics knowledge of measurement due to is not listed as the mainline single,content is less,less class time,less test scores,the attention is not enough,so teachers were constrained by the mind-set,like scripted,less research attention,understanding of the value of measurement of knowledge teaching and educating is not perfect,As a result,there are common problems in actual classroom teaching.Therefore,in order to change the status quo,explore the comprehensive,systematic and comprehensive value of measurement knowledge,and give full play to the value of measurement knowledge teaching to students' growth,the paper title of " The study on the educational value of mathematical measurement knowledge teaching in primary school " was determined.This thesis mainly adopts literature research method,classroom observation method and case study method.The research ideas are as follows: First of all,on the basis of a large number of literature,grasp the existing research basis,and clarify the core concepts and research issues of this study.Then,go deep into the primary school mathematics classroom teaching line to conduct immersion field research.The author followed the tutor to Jiang su,Zhe jiang,Shang hai,Shan dong,Guangzhou and other provinces and cities,participated in more than 50 times of mathematics teaching and research activities in dozens of primary schools,listened to more than 100 lectures,and sorted out more than 100,000 words of case data.Secondly,based on the research data,the author makes a diagnosis on the current education status of elementary school mathematics measurement knowledge teaching in China,summarizes several kinds of universal problem deviation phenomena from the problem cases,and tries to analyze the reasons behind the problems.At the same time,the author chooses a number of representative countries in the international mathematics curriculum standards and textbooks to compare,from which to explore the international development of measurement knowledge status,for the primary school mathematics measurement knowledge teaching value development and transformation to provide enlightenment.Thirdly,combining the literature reading related to international comparison and measurement knowledge,this paper attempts to make a systematic,integral and reconstructive discussion on the educational value of elementary school mathematics measurement knowledge teaching.Finally,on the basis of representative cases and inspired by relevant theories of education and teaching,the author sums up the transformation strategy of the value of education in elementary school mathematics measurement knowledge teaching.Following the research idea,the main part of this paper mainly includes three parts:The first part,elementary school mathematics measurement knowledge teaching education status quo.The author finds that there are three main phenomena in the narrow value of measurement knowledge teaching in primary schools.First,it is the scattered phenomenon of lack of structured cognition of measurement knowledge;second,it is the substitution phenomenon of lack of experiential perception of measurement knowledge;third,it is the superficial phenomenon of lack of essential understanding of measurement knowledge.The reasons behind these three problems lie in three aspects: the logical system of measurement knowledge in mathematics textbooks,the thinking set of measurement knowledge in teachers' teaching,and the consciousness of teachers' changing measurement teaching.The third part,elementary school mathematics measurement knowledge teaching value development.This paper sums up three aspects of the educational value of elementary mathematics measurement knowledge teaching.First,the development history of measurement knowledge is reviewed,and it is found that the generation of measurement comes from the needs of production and life,the use of units reflects the diversity of regional culture,and the creation of tools is the crystallization of the wisdom of the working people.Secondly,from the perspective of the structural relationship of measurement knowledge,the structural relationship inside and outside the measurement knowledge structure is beneficial to students' overall grasp of measurement knowledge,the formation of systematic knowledge view,the acquisition of structured thinking mode,continuous learning and the improvement of innovation and creation ability.Thirdly,based on the analysis of the first two points and returning to the classroom,the teaching of measurement knowledge is conducive to the cultivation of quantitative three-dimensional spatial concept,the formation of a sense of quantity with embodied quantitative description and the ability to solve creative problems.The fourth part,elementary school mathematics measurement knowledge teaching value transformation.Based on the above discussion and the analysis of successful reconstruction cases in the survey,three transformation strategies of long-term structure analogy transfer,reliving the situation and dynamic generation of interactive promotion are extracted,and the real cases in the survey are illustrated in detail.These three strategies are interrelated and complementary.First of all,the structural relationship is the basis for students to understand the nature of measurement knowledge,to form a holistic and systematic view of measurement knowledge and to learn actively.Secondly,with the help of the structural relationship,the formation process is restored to realize the "re-creation" of students,so as to make it possible to understand and grasp knowledge actively.Finally,through the interaction between teachers and students,teachers can play a guiding role in students' learning difficulties,so as to realize the educational value of measurement knowledge teaching in every student.