Research On The Design Of Mathematical Concept Teaching Driven By Primitive Problems

The purpose of this study is to develop the core literacy of students' mathematics.Under the guidance of the design concept of primitive problems driven mathematics concept teaching,using literature analysis,teaching experiment,questionnaire test,interview,comparison and analysis combined with statistical analysis method,to the problem of how to understand the primitive problems drive mathematics concept teaching and how to build the primitive problems drive the construction of mathematical concept teaching design model and how to test primitive problems drive research problems such as the design model of concept teaching theory construction and practice exploration.The main research conclusions are as follows:1.Explained the conceptual connotation of "primitive problems drive mathematical concept teaching""Primitive problems drive teaching of mathematical concepts" refers to the formation and development based on the mathematical knowledge,by setting the appropriate range of primitive problems,in the form of "question",inspire students to think about,so that students in a problem driving under the influence of feeling the ins and outs of mathematical knowledge to improve understanding of the nature of knowledge and contained in the process of exploring the basic idea,the understanding of the value of mathematics,at the same time can make students on the basisof understanding the nature of knowledge,the migration using the knowledge and method to solve practical problems,more flexible,complex and core development of the students' mathematics literacy.2.Established a design model of primitive problems drive mathematical concept teachingThe design model of the primitive problems drive mathematical concept teaching can be briefly summarized by the numbers "three,four,and five":(1)it contains three basic elements,which are the analysis of teaching goals,analysis of teaching content,and analysis of teaching methods;(2)There are four teaching links,namely "connecting the original,reviewing the knowledge","restoring cognition,constructing new knowledge","based on the original,in-depth analysis","returning to the original and improving the system";(3)five basic principles should be followed,namely,"precise questions,pointing to the essence of knowledge","born problems into the students' cognitive field","structured questions to guide the construction of knowledge","hierarchical questions,driving the classroom",“questions generative,promote the development of thinking "and other principles.3.Verified the validity of the primitive problems drive mathematical concept teaching design modelThrough the design teaching,implementation,testing and interview study,has collected a large amount of data and information,and carrieson the detailed analysis to the appropriate data and information,verify the primitive problems drive the validity of the mathematical concept teaching design model,to enhance students' understanding of mathematics essence,for understanding and using the method of mathematical thinking and understanding of mathematics value,implements the core accomplishment of students mathematical development.