Research On The Application Of Illustrations In Mathematics Example Teaching In Low Grades Of Primary Schools

Example teaching is an important part of mathematics teaching in primary schools,and it is the key link for students to learn new knowledge of mathematics,master basic mathematics thinking and methods,and accumulate experience in basic activities.The example questions are part of the new knowledge,and their single text description makes it difficult for students to understand.After the promulgation of the Mathematics Curriculum Standards for Compulsory Education(2011 Edition),the textbooks of each version have been comprehensively revised,and a large number of illustrations that are closely related to students’ real life,have been added to the example questions,which has become a major feature of primary mathematics textbooks.This provides a wealth of materials for teachers to organize and carry out example teaching.At the same time,with the help of intuitive illustrations to learn example problems,it can reduce the cognitive load for primary students who are in the specific stage of operation.Based on the double coding theory,the textbook example questions focus on presenting new mathematics knowledge in the form of a combination of illustrations and words,which can help students to double verbal and non-verbal coding,and establish a connection between abstract knowledge and concrete representations.Combining the mathematical information described in the example questions with the things familiar to the students in the illustrations to carry out new knowledge teaching,students’ understanding and memory can be promoted.Therefore,the application strategies of illustrations in example teaching,which are provided from the teachers’ perspective,can be helpful to improve the teaching quality of mathematics example teaching in primary schools.The value and advantages of application of illustrations in example teaching can be seen obviously.But the application of illustrations is affected by many factors in the actual teaching process.This paper focuses on the teachers’ perspective to absorb their experience,dig out existing problems and explore the main causes.In order to master the current situation of application of illustrations in mathematics example teaching in primary schools,278 primary mathematics teachers in Chongqing are surveyed.And questionnaire is used as the main method and interview as a supplement,and SPSS23.0is used to analyze the research data.It is found that the primary mathematics teachers are mainly young and middle-aged teachers,whose teaching experience is relatively lacking,and there is great improvement to be achieved for their teaching.It further clarifies the specific situation of teachers’ value recognition,application attitude,application strategies and application effects of illustrations in example teaching.The current situation of application of illustrations in example teaching is analyzed based on double coding theory and the following problems are found.For example,when teachers use illustrations,they are wandering from the interpretation of the background information of the illustrations.The method of combining illustrations and texts used by teachers is relatively solid,and the situational illustrations in the textbook example questions are replaced by teachers randomly and the application of illustrations is restricted to teaching new knowledge.The main reasons why above problems are caused are analyzed from the perspective of teachers.For instance,teachers don’t find the right time to guide the key information of illustrations in example teaching.Teachers are lack of effective ways to use illustrations innovatively.Teachers ignore the unique functions of all kinds of example illustrations.Teachers don’t dig out the educational value of example illustrations deeply.In view of this,following the requirements of Mathematics Curriculum Standards for Compulsory Education(2011 Edition)for mathematics teaching,based on the cognitive development characteristics of students in the lower grades of primary schools,combined with the relevant categories of the dual coding theory,the optimization strategies of application of illustrations in example teaching are put forward.When teachers use illustrations in example teaching in low grades of primary schools,they should thoroughly interpret the design intent of the example illustrations,clarify the educational value in the illustrations,clearly recognize the functions of various example illustrations,accurately grasp the key mathematical information in the example illustrations,and combine the illustrations to create real situations to provide conditions for students to experience mathematics knowledge and change example questions.At the same time,teachers should also diversify their thinking in the process of using illustrations in example teaching,integrate multiple resources to develop a new method of combining illustrations and texts,break the single bottleneck of application of illustrations,and effectively help students understand and use new mathematics knowledge,and improve the quality of mathematics example teaching in low grades of primary schools.