Study On Teaching Rhythm In Primary School Mathematics

Classroom teaching is a dynamic process in which teachers and students impart knowledge,exchange thoughts,and convey emotions.The rhythm of classroom teaching is formed when these dynamic influencing factors are integrated in class to achieve the same resonance frequency.The rhythm of classroom teaching that runs through the whole process of classroom teaching is objective existence.At present,the research on teaching rhythm is mainly focus on concept analysis and the control strategy research,which lacks of theoretical system.The rhythm of mathematics classroom teaching in primary schools is also limited to the experience of teachers and lacks of practical application.It can effectively improve the classroom efficiency and broaden the research horizon of teaching rhythm by studying and summarizing the dynamic influencing factors in the process of teacher-student communication in primary school mathematics class.Based on the research and practical application status of the teaching rhythm,this paper mainly uses the methods of literature analysis,questionnaire,interview etc.for research.The author firstly analyzes the research status of teaching rhythm at home and abroad,and then expounds the educational cybernetics,educational art theory and cognitive development that support the teaching rhythm of primary school mathematics.On the basis of theoretical discussion,this paper comprehensively considers the characteristics of the implicit teaching rhythm,thinking resonance,and prosody of the primary school mathematics classroom in classroom teaching rhythms;constructs the quantitative index system of primary school mathematics classroom teaching rhythm and describes the different forms of the teaching content,teaching time,teaching language and teaching methods in mathematics classroom teaching.The questionnaire is designed for the current situation and influencing factors of primary school mathematics teachers’ teaching rhythm regulation based on the design purpose,by using questionnaire surveys and teacher interviews to comprehensively explore issues related to teaching rhythm in actual classrooms,analyzing the current primary school mathematics teachers in the teaching rhythm,cognitive concept,practical use and control strategy;and also using SPSS 20.0 to analyze the data differences in order to find how these differences in teachers’ teaching rhythm ability,such as the teachers’ teaching ability differences in gender,education background,title,work place and working years of teachers will affect the teaching rhythm,then finally revealing the reality of teaching rhythm in primary school mathematics class.According to the results of investigation and data analysis,this paper explores to improve the current teaching rhythm of primary school mathematics from classroom teaching practice and teachers’ rhythm ability,so as to improve the teaching rhythm design and the control ability of primary school mathematics teachers.