Research On The Permeation Of Model Thought In Primary Mathematics Teaching

The idea of mathematical model has become a hot topic in the field of international mathematics education,and "the idea of model" has been put forward many times in the "Curriculum Standards(2011)".However,the researchers found in the practice through classroom observation in primary school mathematics teaching model thought infiltration status is not optimistic.Therefore,according to a certain theoretical basis and combining with the experience of front-line teachers,the researcher summed up a set of process mode that permeates the model idea in teaching,and analyzed the teaching implementation and practical effect according to the process mode,in order to verify the feasibility and effectiveness of the process mode.This paper includes five parts: the first part is the introduction,the second part is to model thought in the elementary school mathematics teaching penetration related on the basis of the related elaboration,mainly including ideas related concepts on mathematical model,the model thought in the elementary school mathematics teaching the theoretical basis of infiltration,necessity and in the elementary school mathematics teaching material can abstract mathematical model for the analysis of the teaching material content.Among them,the necessity part is divided into the problems existing in the current teaching of infiltration model thought and the value of infiltration model thought in teaching.Through classroom observation,the researchers found that in the current teaching of permeating model idea,teachers ignore the creation of problem situation,focus on results and neglect the process of model building,the teaching method mainly makes students unable to fully think and the instructional teaching evaluation is not enough.The third part,according to Dewey’s five-stage model of problem solving and related research,summarizes the process mode of infiltrating the model idea in teaching,which is mainly divided into four steps: creating problem situation,mathematizing realistic problems;Put forward the hypothesis,establish the model;Solve the model,verify the model and apply the model,and return to real life.Among them,in the two steps of putting forward hypothesis,building model and solving model and verifying model,the teaching methods of "number and algebra","figure and geometry" and "statistics and probability" have their own characteristics.Therefore,the researchers analyzed them according to different situations.In the fourth part,according to the process model summarized,the researcher selected a course in three fields of "number and algebra","figure and geometry","statistics and probability" and carried out a practical analysis after the implementation of the teaching under the guidance of the instructor in the practice school.The fifth part analyzes the changes of students’ participation in class,problem-solving consciousness and mathematical modeling ability before and after practice by observing students in class,interviewing students and testing questions.After the analysis of the research results,it is concluded that students in the mathematics class with model ideas have higher class participation,are more willing to think when they encounter complex problems or new problems,and their abstract ability,reasoning ability,model solving ability and problem solving ability have been improved.