Intuitive Teaching Research On The "pancake Problem" Of "Wide Angle Of Mathematics" In Primary School Of People's Education Editio

Based on the cognitive basis and cognitive characteristics of primary school students,in order to implement the teaching concept of "attaching importance to intuition" in the curriculum standard and follow the principle of intuitive teaching.This paper makes a detailed stratification of the graphical tools of visual teaching,transitions from three-dimensional diagrams to two-dimensional diagrams.In addition,the teaching experiment is carried out with "the pancake problem",the theme unit subject of "optimization" in mathematics wide Angle,the first volume of the fourth grade of primary school mathematics,as the carrier,and a comparative study is carried out."Pancake problem" is not only to let students learn the "pancake" method or learn to calculate the minimum time of "pancake",but to let students find the essence of the optimization method,with the help of "pancake" optimization method to solve other more complex operational optimization problems,teachers need to this subject of visual teaching to dig deeper,to achieve deeper thinking.We can find that this kind of mathematical optimization phenomenon in life abounds,the life problem is mathematically.Therefore,it is very important to study the intuitive teaching of "pancake problem","optimization" subject of "Mathematics Wide Angle".Based on the collation and analysis of relevant literature and the principles of cognitive load theory and intuitive teaching,this paper refines a hierarchical model of intuitive graphics that conforms to the cognitive development characteristics of primary school students.And for the third and fourth grade students,"line segment diagram" intuitive primary symbols(experimental group)and "pancake diagram" intuitive representation(control group)teaching experimental research,through the analysis of the heterogeneous teaching effect of the same class and the test results of students,the following conclusions are drawn based on the horizontal comparison of teaching in the third grade,the horizontal comparison of teaching in the fourth grade and the vertical comparison of comprehensive teaching in the third and fourth grade:(1)In the teaching of the third grade,there is no significant difference between the visual teaching of primary symbols and the visual teaching of appearances,and it is difficultto migrate to the solution of complex optimization problems;(2)In the teaching of the fourth grade,there is a significant difference between the use of primary symbols and visual representations,and the primary symbols can also be transferred to the solution of complex optimization problems;there are obvious differences in teaching effect,the primary symbol intuitive diagram can also be migrated to the solution of complex optimization problems;(3)According to different levels of cognitive development of different students,different intuitive diagrams can be used for effective teaching.Finally,in order to respond to the "everyone can get a good mathematics education,different people in mathematics to get different development" teaching philosophy,in order to take into account the level of cognitive development of each student,so that "different people learn different mathematics".Based on the results of experimental findings,this paper further improves the intuitive teaching representation model,makes different teaching plans for students at different levels,adopts more effective and targeted teaching methods,and constructs three sets of teaching design schemes to provide reference cases for further research on intuitive teaching practice.