Research On Problems And Improvement Strategies Of Mixed Mathematics Teaching In Primary Schools

Under the clear call of "no suspension of classes" of the Ministry of Education,schools across the country have carried out online teaching,which has stimulated the vitality of online teaching.Combined with the age characteristics and cognitive development rules of primary school students,this study analyzes the advantages and disadvantages of offline teaching and online teaching as well as the advantages of mixed teaching.It is a good teaching method to carry on the mixed teaching in the primary school mathematics with the offline teaching as the main,the online teaching as the supplement and realize the organic and efficient integration of the two.Based on this,the purpose of this study is to propose strategies to promote the efficient teaching of primary school mathematics mixed teaching,which can effectively give play to the advantages of online teaching and offline teaching according to the subject characteristics of mathematics,the age characteristics of students and the law of cognitive development,so as to achieve optimal teaching.It provides some theoretical and practical basis,examples and guidance for the future mixed mathematics teaching in primary schools.Centered on the research objectives,the paper mainly includes the following aspects: First,using literature research analysis of hybrid teaching research background and research status at home and abroad,and points out the research Angle of this study,research value,research design and analysis to comb master related core concepts,theoretical basis,for hybrid for primary school mathematics teaching strategy and even the theoretical basis for the whole research is put forward.Second,the use of survey research method to understand the current status of the application of primary school mathematics mixed teaching,that is,the use of questionnaire and interview method to investigate the primary school mathematics teachers,and then analyze the current problems and causes of primary school mathematics mixed teaching,and carry out targeted mixed teaching strategy construction;The method of investigation and research is used to understand the implementation effect of mixed teaching.That is,after the implementation of cases based on the mixed teaching strategy proposed in this study,relevant teachers are interviewed and students are interviewed to understand the implementation effect of teaching,so as to verify the effectiveness of the proposed teaching strategy from the perspective of subjective experience.Third,the quasi-experimental research method is used to carry out the case implementation based on the mixed teaching strategy of primary school mathematics.That is,after the case design,the experimental research is carried out to compare the test results of the control class and the experimental class,and the effectiveness of the mixed teaching strategy of primary school mathematics is tested through objective data analysis.Through the research and analysis,it can be concluded that the mixed teaching strategy of primary school mathematics proposed in this study is feasible and effective.To be specific,the mixed teaching strategies of primary school mathematics are as follows: first,follow the principles of mixed teaching of primary school mathematics,including the principle of subjectivity,interactivity,pertinence and optimization.Secondly,the integration elements of blended teaching and students’ learning activities are defined.The integration elements of blended teaching refer to the integration of teaching environment,teaching resources,teaching methods and evaluation methods,while student learning activities refer to the online independent learning and offline exploratory learning of students.Third,do a good job of pre-teaching analysis,including teaching environment analysis,teaching content analysis,teaching objectives analysis,student characteristics analysis.Fourth,clarify the hybrid teaching stage and take corresponding measures,including hybrid teaching stage refers to the autonomous learning stage(online teaching)before class,class of inquiry learning(offline)teaching and autonomous learning after class phase(online teaching)the three stages,and throughout the teaching evaluation,the measures in each stage is to: Make individualized and hierarchical teaching objectives according to the course standard and learning situation before class,and integrate the teaching contents according to the teaching needs;In the class,students’ problems are directly related to the key and difficult points of teaching,and stratified teaching is carried out according to the students’ situations.After class,assign learning tasks and solve students’ questions,throw out learning topics to carry out project exploration.Teaching evaluation refers to the evaluation of students’ learning process and learning results,the evaluation of multiple subjects and the formulation of multiple evaluation scales.Fifth,to provide adequate mixed teaching support,which mainly put forward requirements for schools:strengthen school infrastructure construction,optimize the online teaching environment;Strengthen the construction of teaching management and create a mixed teaching atmosphere;Carry out related teaching training to improve teachers’ professional quality.But at the same time,there are some shortcomings in this study.The author explains and makes a prospect in the paper,hoping that through continuous efforts,it can provide more scientific suggestions on blended teaching strategies for first-line primary school math teachers.