The Research On Cultivation Strategies Of “Number Sense” In Primary School Under The Theory Of Scaffolding Teaching

The "Compulsory Education Mathematics Curriculum Standards(2011 Edition)"(hereinafter referred to as "Curriculum Standards")pointed out in the "Curriculum Design Ideas": "In mathematics courses,we should pay attention to the development of students' sense of number,symbol awareness,spatial concepts,and geometric intuition.,Data analysis concept,computing ability,reasoning ability and model thinking".At the same time,the "Course Standards" defines number sense as: "Number sense mainly refers to the perception of number and quantity,the relationship between quantity,and the estimation of calculation results.From this we can see that number sense includes the understanding of numbers and the comparison of numbers,Number operations,etc.,but combined with what people say,number sense should not be limited to numbers.In mathematics,"number" and "shape" are inseparable,so the combination of number and shape should also be part of number sense.This is not only conducive to changing the sense of number from "recessive" to "dominant",and it is more conducive to teachers to build a scaffold.Since the new curriculum standard strongly emphasizes the importance of number sense,more and more scholars begin to study it.At present,the research on the cultivation of number sense mainly focuses on two aspects: one is the research on the status quote of students' number sense;Second,teachers implement the number sense teaching training strategy.In the teaching practice,it is found that the students in the lower grades are not able to conduct in-depth independent exploration due to the limitations of their physical and mental development.Teachers need to be guided step by step,and there are many ways to lead.Support teaching theory from the perspective of teacher's teaching,let the teacher easy to understand and targeted to build support platform to cultivate students' number sense,provide a variety of the stent,the feasible operation scheme,tries to use the theory to committed to the cultivation of number sense,make the mathematics teaching of number sense cultivation improvement in the current situation of the poor.This article is divided into five parts: Introduction,combining current events and teaching status to put forward research questions and research significance,summarize the research on number sense,scaffolding teaching and number sense cultivation at home and abroad,and define relevant core concepts to clarify research ideas and methods.In the first chapter,the basic connotation and internal relationship of the scaffold teaching theory and number sense are discussed,and the characteristics of the number sense under the scaffold teaching theory,the teaching principles of number sense cultivation and the basic ways to realize the number sense are clarified.The second chapter analyzes the feasibility of cultivating the sense of number in primary school mathematics under the scaffold teaching theory,and studies its necessity and possibility.The third chapter,through the interview and investigation of teachers in grades 1-3,the analysis of homework of students in grades 1-3 and the observation and analysis of teaching cases in grades 1-3,finds out the current situation of cultivating the sense of number in elementary school mathematics at lower level and the confusion of cultivating the sense of number in primary school mathematics based on the theory of bracket teaching.The fourth chapter,combined with the teaching practice,with the scaffold teaching theory as the guidance,the construction of the scaffold teaching theory under the number sense cultivation of lower grade students effective countermeasures.The countermeasures obtained in this paper are as follows: 1.Build the problem scaffold to promote students' deep thinking.Second,to build emotional scaffolds to improve students' classroom enthusiasm.3.Build situational framework to improve students' application awareness.IV.Build interactive and collaborative learning scaffolds to improve students' cooperation ability.