Study On The Present Situation,Problems And Countermeasures Of Life-oriented Teaching In The Second Period Of Mathematics In Primary Schools

Life teaching of mathematics is closely connected with life and mathematics,seeks mathematics materials from students’ real life to help students understand and master mathematics knowledge,and at the same time applies the learned knowledge to real life to solve practical problems,so that students have a deep understanding of the concept that mathematics comes from life and serves life.This research first through the literature method,the in-depth understanding of mathematics teaching in life in primary school,so as to complete the writing of the opening part,including the reason of the topic selection,literature review and research significance;Followed by the method of questionnaire investigation and interview,shijiazhuang X primary school mathematics in the second period of life teaching implementation present situation of information collection,to understand the implementation of the elementary school mathematics in the second period of life teaching situation,reveal the life problems existing in the teaching in the actual teaching,put forward the implementation of the elementary school mathematics teaching effective strategies in the second period of life.This paper is divided into five parts:The first part is the introduction,including the research background,research purpose,research significance,research status,research content and method of the second section of primary school mathematics teaching in life,as well as the innovation of this paper.The second part is the overview of life-oriented teaching in the second section of primary school mathematics education.The core concept of this paper is defined: life-oriented teaching and primary school mathematics life-oriented teaching.Based on Dewey’s theory of education as life,Tao Xingzhi’s theory of life education,Freydenthal’s theory of mathematical reality education and the theory of situational cognition and learning,the paper provides theoretical guidance for exploring effective strategies of life-oriented teaching.According to the theory of life-oriented teaching,the value of life-oriented teaching in the second section of primary school mathematics is determined.First,let students learn mathematics easily in interesting activities,experience the fun of mathematics;Second,mathematics is closely related to students’ real life,and the value of mathematics for life is personally experienced.Third,comprehensive life situation,enrich students’ minds,enhance students’ cognition of life.The third part is the investigation of the present situation of the second life teaching of primary school mathematics.From the purpose of the investigation,the investigation object,the investigation method and the investigation result four aspects,and according to the investigation situation analysis of primary school mathematics teaching in life.In shijiazhuang X primary school 36 teachers of mathematics teaching experience in a second study,combining with some teachers interviews to understand the teachers’ understanding of life teaching,the teaching goal,teaching design,teaching implementation and teaching evaluation of the status quo,analyze and study the present situation and find the existing problems: teachers have insufficient understanding of the theory of life-oriented teaching,life-oriented teaching is not ideal,we have achieved the goal of teaching content from the students’ real life,in the implementation of teaching in the rebirth of the activation of the context of the introduction,neglect the practice link,the concept of valuing results over process in evaluation is difficult to reverse.The fourth part,this paper puts forward the effective strategy to realize life-oriented teaching in the second class of primary school mathematics,concretely from the life teaching theory understanding,achievement of teaching objectives,teaching content design,teaching implementation and teaching evaluation.Finally,the teaching case《Pie Diagram》analysis is carried out from the above five aspects.The last part is the conclusion,which summarizes main points and the value of this thesis,as well as the contents which need to be further studied.