Research On The Practice Of Participatory Teaching Of Elementary School Mathematics

At present,China's mathematics curriculum reform of basic education has entered a"plateau period",the concept that students are the main body of education and learning is generally recognized,but the phenomenon of "teachers' gushing","students' rote learning"and "teaching for the exam,learning for the exam" still exist in large numbers.In 2011 and 2017,the Ministry of Education revised the mathematics curriculum standards of compulsory education and senior high schools,and proposed that teaching should aim at implementing the core mathematical literacy.How to turn teachers' teaching into students' learning and implement the cultivation of students' mathematical literacy has become an urgent problem inmathematics education.This paper studies participatory teaching in primary school mathematics.In the specific practice of participatory teaching in primary school mathematics,this paper explores how to guide students from passive to autonomous learning,maximize the mobilization of students' enthusiasm and initiative in learning,as well to improve the teaching efficiency.In the study,literature research and action research are used.First of all,the author read a large number of relevant literature in order to understand the concept,characteristics and teaching strategies of participatory teaching.The author also introduced action research,constructive learning theory and humanistic learning theory.Then,through a questionnaire survey of the current situation of primary school mathematics teaching,it is found that the teachers who have a certain understanding of participatory teaching are more outstanding in cultivating students' learning ability than ordinary teachers.Most teachers' cognition of teaching methods is still stuck in the past teaching methods.At the level of students' learning,they lack the understanding and practice of new curriculum concept.Then there is insufficient space and time for students to improve their initiative learning,which leads to students' inability to seriously think and explore.Group,cooperation and interactive exchanges are just in a mere formality,and they do not really achieve "student-based learning".Secondly,through the research and analysis of participatory teaching,this paper includes three links of participatory teaching:the introduction of new courses,the change of teaching into learning,and the understanding.On the basis of "participatory teaching strategy"research,the paper implements two action research.After the first action research,it is found that after the implementation of participatory teaching,students' sense of learning participation is enhanced,secondary students and students have difficulties in learning have an equal platform to participate in class,and the frequency of active speech is significantly increased;the speed of learning is also greatly improved.Through classroom observation and analysis,there are also some problems in the teaching process,such as teachers pay little attention to students' after-class learning,teachers do not actively create a learning atmosphere suitable for participatory teaching,teachers' evaluation does not play a very good incentive role,some students don't participate well and some students don't do well in group cooperation.On the basis of reflection,the author carried out the second round of action.Practice shows that participatory teaching in class,based on students' knowledge and experience,helps students to construct knowledge and understand mathematical thinking,thus improving teaching efficiency.It is beneficial to the interaction between teachers and students,to the mobilization of students' enthusiasm and initiative in learning,and to the improvement of teaching and students' efficiency.In fact,different people have different ideas for how to deepen the curriculum reform.Participatory teaching fully reflects the "student-oriented" teaching concept,but in the process of teaching implementation,there are still many areas to be studied and discussed.