Research On Concept Teaching Design Of Mathematics In Primary School To Promote The Development Of Students’ Classification Thought

Mathematics concept is an important part of mathematics teaching content in primary school.The key of mathematics concept teaching lies in deeply and comprehensively understanding the essential connotation of mathematics concept.The elementary school mathematics concept teaching design which promotes the student classification thought development is devoted to the design classification activity in the elementary school mathematics concept teaching,carries on the exchange discussion to develop the student classification thought,comprehensively and profoundly understands and grasps the mathematics concept itself.In order to provide some reference and help the elementary school mathematics concept teaching design of elementary school mathematics teachers to promote the development of students’ classification thought,this study tries to discuss the significance,basic implication,proper state,realistic predicament and find the model construction of realizing the two leapfrogging.This paper first discusses the significance of elementary school mathematics concept teaching design,which promotes the development of students’ classification thought,mainly from the combination of the two and the value and feasibility of teaching design.Then,the study from the promotion of the development of students classification ideas of primary school mathematics concept teaching design connotation,characteristics and principles and other basic implications of a more profound exposition,that promote the development of students classification ideas of primary school mathematics concept teaching design should pay full attention to timing,focus on methods,clever choice of types,but also grasp the relevant principles.In addition,this study also based on the basic situation of reality,mainly aimed at Sichuan and Chongqing area to investigate the first-line primary school mathematics teachers and third and fourth grade students,through the later collection of the basic information of the questionnaire data collection,Analysis found that there are many problems in mathematics and concept teaching and classification thought development in primary school.In addition,the research also analyzes the necessity and feasibility of elementary school mathematics concept teaching design,which promotes the development of students’ classification thought,and holds that the necessity lies in the ability to improve students’ mathematical abstract thinking ability,cultivate students’ habit of thinking in an orderly manner and understand the essence of mathematical concept accurately and deeply.On the basis of theoretical research and current research,this paper improves and complements the general teaching design in view of the problems existing in the actual investigation,puts forward a new framework of elementary school mathematics concept teaching design which promotes the development of students’ classification thought from three aspects: preliminary analysis,activity design and evaluation design,and helps first-line primary school teachers to make correct content selection,appropriate subject analysis,appropriate target analysis,smooth flow design,appropriate method selection,accurate evaluation design on the basis of profound analysis of primary school mathematics concept teaching content,cultivate a sense of classification.This paper holds that not all elementary school mathematical concepts are suitable for designing classification activities and developing classification ideas.In order to design classification activities in mathematics concept teaching,mathematical concepts themselves need to meet the following conditions: first,mathematical concepts themselves are abstract and difficult to understand;second,mathematical concepts can be divided into multiple identical concepts and all need to be mastered;third,mathematical concepts themselves are defined by classification criteria.According to these conditions,the analysis of teaching objectives,teaching subjects,teaching processes and teaching methods will be more targeted and feasible.Whether the choice of teaching content is appropriate or not is related to the success of the whole teaching design,so the choice of teaching content is particularly important.After the construction of the framework,the paper also designs two cases in the form of the framework,and makes a comparative analysis of the similarities and differences between the two cases.The purpose is to explain the commonality and difference of mathematics concept teaching design in primary school to promote the development of students’ classification thought,and to provide persuasive evidence support for the teaching design of front-line teachers.