Investigation And Research On Common Quantity About Living Mathematics Textbook In The Unified Edition ——Take First Stage As An Example

The mastery of pre-logarithmic concepts is an important prerequisite for students to master logarithmic concepts,and is the basis for them to learn mathematical knowledge such as counting and simple operations.If these basic cognitive abilities are insufficient,their learning and development in classification,reasoning,problem solving and other advanced abilities will be greatly affected.Due to the short publication time of Living Mathematics Textbook in the Unified Edition",there are few related researches on the use of "common quantity" content in the textbook and students’ learning effect.Therefore,studying the teaching situation of "common quantity" has great application value for teachers to carry out "common quantity"education and teaching in the future.On the basis of combing relevant literature,this study uses questionnaire survey,exchange interview,participatory observation and other methods to explore the usage,teaching effect and influencing factors of the "common quantity" part in Living Mathematics Textbook in the Unified Edition for grade 1-3.This study uses the self-compiled questionnaire"Common Quantity" Teaching Questionnaire of Life Mathematics in grade 1-3",and surveys the teachers who have used life Mathematics compiled by the ministry.A total of 90 valid questionnaires are collected.Based on the questionnaire survey results,interviews were conducted with 5 living mathematics teachers of different teaching ages,and in-depth understanding was made on the classroom participation and teaching effect of the "common quantity" students in the Living Mathematics Textbook in the Unified Edition of grades 1-3.The research results are as follows:（1）Teachers will adjust the teaching material content according to the actual situation;（2）Teachers have a high understanding of the "common quantity" goals and writing ideas in the textbooks;（3）Teachers approve of the content design of "Common Quantity" in the edition of Living Mathematics compiled by the Department;（4）"common quantity" is insufficient in the time arrangement of knowledge points and supporting resources;（5）There are significant differences in the types and degrees of obstacles in teaching effect;（6）On the whole,students’ mastery of delay is slightly better than that of in-class;（7）Students’ daily application level is generally lower than the final maintenance level,and there is a significant difference.To sum up,this study puts forward the following suggestions:（1）Suggestions on teaching materials:Supporting resources of life Mathematics compiled by Ministry of Abundant Resources;The assessment scale corresponding to the textbook and course standard is compiled in separate volumes.（2）Suggestions for teachers:improve their professional quality;Understand students’ learning situation and grasp the breadth and depth of teaching materials.（3）Students’ suggestions:pay attention to home-school co-management;Increase your practice.（4）Other suggestions:combine class teaching with stratified class walking;Strengthening teacher training;Open class observation and discussion activities;We will strengthen the evaluation mechanism for teachers.