Research On The Experiential Teaching Of Primary Mathematics Based On The Concept Of "Living Education"

Experiential teaching is helpful to students' learning efficiency,to establish a new teacher-student relationship,and to improve students' ability to innovate and solve problems.However,the effect of experiential teaching in primary school mathematics is not satisfactory.Based on the "living education"thought proposed by Mr.Chen Heqin,this paper analyzes this problem rationally and improves it in practice.Based on literature reading and sorting,this paper analyzes the guidance of "living education" to experiential teaching from two aspects of theory and practice.Then,through the questionnaire survey and interview,the paper investigates the current situation of the existing primary school mathematics experiential teaching,and points out the problems existing in the current primary school mathematics experiential teaching,such as:the teaching objective attaches great importance to knowledge giving and receiving but not experience,the teaching process attaches great importance to the form of experience but not feeling,and the teaching evaluation method is single and neglects the subject.Interviews with teachers and students show that the reason for this situation lies in students' cognitive differences and teachers'deviation in teaching implementation.From the perspective of classroom teaching,under the guidance of the concept of "live education",this paper puts forward the countermeasures to improve the effect of experiential teaching of primary mathematics:confirm the target,prepare for experience;Introduction of interest,start to experience;Effective scene,atmosphere experience;Activity interaction,investment experience;Multiple evaluation,positive experience;Sum up experience,sublimate experience.Then,the paper will put forward countermeasures in mathematics classroom implementation.Classroom observation and actual measurement show that this strategy is effective.In the reflection and summary,the paper points out three misunderstandings that should be avoided in the practice of experiential teaching of primary school mathematics in the future,so as to further improve the effectiveness of experiential teaching of primary school mathematics.