A Study On The Listening Problems And Strategies In The Mathematics Classroom Teaching Of The Lower Primary Schools

Listening in classroom teaching is based on non-verbal information and speech as the carrier between teachers,students,students and students.Accompanied by inclusive,thinking,and feedback listening,it can achieve mutual understanding and mutual understanding between "teacher life" and "student life".Appreciation and complementary learning process.In traditional teaching,the teacher is the center of the classroom.This kind of classroom that ignores the child itself loses the true meaning of teaching,and also causes the lack of teachers' listening comprehension.Since the reform of the new curriculum,teachers' classroom teaching has gradually changed from lecture-based teaching to a built-up teaching model that pays more attention to listening,exploring,and activities.This listening model,as the basis and foundation of all classroom teaching,has gradually received great attention from teachers..However,even though listening has a large share in the practice of mathematics classroom teaching,classroom listening problems between teachers and students are still widespread.At present,there are many problems in the low-level mathematics classroom teaching of primary schools.These problems may It will lead to poor overall teaching effects.Due to the influence of various environmental factors such as student interest,age,level of knowledge,and physical and mental maturity,most students cannot achieve their ideal listening in classroom teaching.On the basis of existing research,this article expounds the relevant meaning and characteristics of teaching listening and the relevant theoretical basis of teaching listening.Mainly through the observation of the mathematics open classroom of the experimental school grades,as well as the observation and recording of some experimental mathematics open classes in our city,the questionnaire survey of the grade students,the interviews with the students of the grades and some mathematics open class teachers,from how teachers listen From the three perspectives of how students,how students listen to teachers,and how students listen to students,the experiment is based on the four stages of the perception link of listening in the teaching process of mathematics class(the learner is prepared to listen),the receiving link,the feedback link,and the evaluation link.Elementary school teachers and students conducted in-depth classroom observations and interviews,and found some problems in the listening process of the current experimental elementary school's low-level mathematics classroom teaching.When the teacher is listening,for example,the students have prominent situations such as "not timely and incomplete listening","selective listening",and "refusal to listen".When responding to listening,it is mainly evaluative,simple explanatory,and interactive listening.The same problems that students may have when responding to listening to teachers and other students are mainly: passive listening,hypocritical listening,filtering listening,Unconscious listening,incorrect listening behavior,etc.,these will bring corresponding negative effects to students.In addition,students often lack serial listening and empathic listening when responding to listening to other students.Therefore,it analyzes the problems and their causes in the actual teaching process of mathematics classroom,and then combines the existing literature and the specific practice summary of the first-line mathematics teachers to improve the professional quality and realization of the teachers' listening in teaching.The listening strategies of high-quality students in mathematics classroom provide relevant countermeasures,in order to provide practical reference and enlightenment for eliminating listening problems in classroom teaching and improving listening ability in classroom teaching.Practice has proved that these strategies are effective in improving listening in classroom teaching,but the specific implementation effects are also limited by factors such as teachers' professional level and teaching environment.