Research On The Problems And Countermeasures In The Mathematics Concept Teaching Of Grade Four Under The New Curriculum

The "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" is a programmatic document of the national curriculum and a guiding document for optimizing teacher teaching.It directly guides the design and implementation of mathematics concept teaching.Mathematical concepts are an important part of the basic knowledge of mathematics.It is the cornerstone of the structure of mathematics knowledge,and the teaching of mathematics concepts is an important part of developing students' mathematical thinking and cultivating students' mathematical ability.However,in the actual teaching process,the teacher's concept teaching still stays in the traditional teaching,and there are still many problems,which directly affect the students' understanding and application of concepts.It can be seen that it has very important research value and practical significance to do a good job in the teaching of mathematical concepts and improve the effect of mathematical concept teaching.Based on the existing research,this article firstly summarizes the related theories of mathematical concepts,the problems in mathematical concept teaching and the strategies of mathematical concept teaching.Secondly,three mathematics teachers in grade four of Shijiazhuang H primary school were selected as the research objects,and the interview outline and classroom observation table were designed.Through interviews with teachers,we can understand teachers' cognition of mathematics concept teaching,and collect teaching fragments and students' knowledge through classroom observation The situation of the questions and the analysis of the collected relevant materials,so as to find the gap between the actual concept teaching and the requirements of the new curriculum standards.Thirdly,according to the gaps found,try to extract the problems in concept teaching from the four dimensions of teaching content,teaching goals,teaching process and teaching evaluation,including teaching content only derived from textbooks,teaching goals focusing on results,ignoring the process,teaching introduction Issues such as formalization,ignoring the connection and similarity between concepts,and lack of pertinence in teaching evaluation.Finally,on the basis of finding out the problems in conceptual teaching,analyze the causes of these problems from the level of students,teachers and schools,and try to update the educational concept,improve the quality of lesson preparation,and strengthen the curriculum standards based on the causes of the problems.Feasible strategies for optimizing the teaching of mathematics concepts such as accurate interpretation and perfecting of the school's teaching and research work system.