Research On Primary Mathematics Classroom Teaching Based On Problem-oriented

With the continuous deepening of education and teaching reform,the requirements for the cultivation of talents in the new era are also constantly updated.The Opinions of the Central Committee of the Communist Party of China on Deepening the Reform of Education and Teaching and Comprehensively Improving the Quality of Compulsory Education emphasizes: "Focus on heuristic,interactive,and inquiry-based teaching,and guide students to actively think,actively ask questions,and explore independently in the class,and strengthen the main position in the classroom.Function,effectively improve the quality of classroom teaching;highlight the student's dominant position,improve learning ability,lay the foundation for students' lifelong development,and let students become the masters of life and learning [1].” Problem-oriented teaching makes up for the traditional primary mathematics based on lectures The lack of classroom teaching,through the design of scientific and reasonable questions,stimulate students' interest and give full play to students' subjective initiative.Focusing on improving students' core literacy in mathematics,therefore,it is very important to improve the quality of problem-oriented classroom teaching.This article mainly adopts methods such as literature analysis,questionnaire survey and case analysis.First of all,through literature analysis,the research status of problem-oriented teaching at home and abroad and related concepts such as problem-oriented teaching are explained.Then,through the questionnaire survey of teachers and students,we can get an insight into the current status of the implementation of mathematics problem-oriented teaching in primary schools.The results show that teachers have a positive attitude towards the value of problem-oriented teaching.Problem-oriented teaching conforms to students' interests and adapts to students' abilities.However,there are problems such as the lack of systematic understanding of problem-oriented teaching by teachers,the lack of teachers' own problem awareness,the insufficient ability of problem design,and the weak ability of students to ask questions,which make the problemoriented teaching not achieve the desired results.Secondly,the case analysis method is used to explain the principles and types of elementary mathematics problem design based on problem-oriented teaching.According to the three links of pre-class problem design,in-class teaching implementation,and after-class evaluation and reflection,the problem-based elementary mathematics is proposed.Classroom teaching strategy;through the specific practice of the lesson “Numbers with Letters”,it is concluded that problemoriented teaching is conducive to raising teachers' awareness of problems,is student-oriented,and effectively improves students' participation in the classroom,and further enhances Students' ability to ask questions.Combining theory and practice in this paper,we hope to provide some reference value for first-line primary school mathematics teachers to implement problem-oriented teaching,and then improve the quality of primary school mathematics classroom teaching.Finally,summarize the research value of this article,and put forward the research prospects of problem-oriented teaching in different fields of primary school mathematics,in order to continuously improve the research results of elementary school mathematics classroom teaching based on problem-oriented.