Research On Experiential Teaching To Cultivate Elementary School Students' Number Sense

With the rapid development of modern information technology,a large amount of mathematical information and data are presented to people.In the face of these complicated mathematical information and data,having a good sense of number can help people make efficient and reasonable judgments.So the sense of number has also received more and more attention.China's compulsory education curriculum reform is also constantly emphasizing and affirming the importance of the sense of numbers to primary and middle school students' mathematics learning.From the first "Number of Compulsory Education Mathematics Curriculum Standards(Experimental Draft)" in 2001,the number sense was first proposed,to the "Compulsory Education Mathematics Curriculum Standard" in 2011,the number sense was regarded as the top ten core concepts of primary school mathematics.The status of number sense has been continuously improved.At the same time,understanding and cultivating students' number sense has also become an important part of the mathematics curriculum.However,the actual training process is difficult to implement.On the one hand,the characteristics of the number sense itself make it difficult to cultivate;on the other hand,classroom teaching still has problems of knowledge and skills,lack of experience and meaning,so it is difficult for students to obtain deep number sense through learning.Therefore,in order to solve these problems,the paper takes students 'experience learning as a breakthrough;analyzes the generation mechanism based on experience number sense,and explores how to cultivate students' number sense through experiential teaching.The paper consists of five parts.The first part proposes the research problems of this research from the problems found in practice to the existing research insufficiency.It systematically examines the relevant content of number sense and experiential teaching,forms a literature review,and reviews the literature.The second part reveals the number sense,including internal structure,specific expressions and formation process.The third part is the status quo analysis,which analyzes the existing teaching experience,outstanding problems and issues of number sense cultivation through classroom observation and interview methods.The fourth part discusses the basis of adopting experiential teaching to cultivate number sense from the perspective of theoretical and practical knowledge transformation and education reform.From the perspective of horizontal,vertical and holistic,the process of generative development based on experiential number sense is discussed,and the connection between the generative development of number sense and experiential teaching is expounded.Following the fourth part,the fifth part constructs an experiential teaching model.The specific teaching steps include creating situations,asking questions,inspiring dialogues,organizing discussions,summarizing and summarizing,evaluating incentives,and proposing.Finally,the paper puts forward three teaching strategies including visual experience strategy,game experience strategy,digital-complex experience strategy.This research has some innovations in theory and in fact.First,a theoretical analysis was used to develop a deep understanding of number sense.Secondly,through classroom observation,interview method and case analysis to further analyze the problems and reasons in the process of training digital sense.Finally,it proposes experiential teaching to cultivate students 'sense of number,and constructs an experiential teaching model to cultivate students' sense of number,and proposes teaching strategies,so as to provide some reference and inspiration for front-line teachers.