Research On Teaching Strategy Of "Mathematical Wide Angle" Base On The Penetration Of Mathematical Thought Methods

With the development of the country,the talents cultivated with the goal of "double base" can no longer meet the needs of the country.In order to cultivate talents with innovative ability,the primary school mathematics curriculum objectives add basic ideas and basic activity experience on the basis of "double basis" and become "four basics".Accumulating experience in mathematical activities and understanding mathematical ideas were included in the "Compulsory Education Curriculum Standards"(2011 edition).In order to achieve this goal,the "Mathematics Wide Angle" unit has been added to the primary school mathematics textbook when arranging the teaching materials.The materials of "Mathematical Wide Angle" are derived from students' mathematical activities,campus life,family activities,mathematical historical materials,etc.,which are close to students' actual lives;presented in the form of cartoons,vivid and interesting;and spiraling to students to convey mathematical ideas and methods.However,in actual teaching,teachers do not attach enough importance to "mathematical wide angle",and there are many problems in teaching.The literature method,text analysis method,questionnaire method and interview method were used in this study.Analyze the mathematical thinking methods and arrangement intentions contained in the "Mathematical Wide Angle" of the 3-10 volumes of primary school mathematics in the human-taught version,and provide reference for front-line teachers to study textbooks.Through teacher questionnaires,student questionnaires and teacher interviews,the current situation of "mathematics wide angle" teaching is investigated and analyzed.Understand the teacher's attitude and cognition of "mathematical wide angle" and mathematical thinking methods,and the teacher's situation in pre-class preparation,classroom teaching,and post-class reflection.Understand students' learning of "mathematical wide angle" from the aspects of attitude and cognition,learning style,and mastery.Through the analysis of the survey results,the common problems in the current "mathematical wide-angle" teaching are summarized.Mainly including: the deviation of teaching goal positioning,the lack of student subject status,the single evaluation standard,the lack of teaching reflection,the lack of penetration of mathematical thinking methods.In view of the above problems,analyze the causes of the problems.It mainly includes: the low degree of attention to "mathematical wide angle",the lack of in-depth study of teaching materials,the lack of knowledge of mathematical ideas and methods,and the lack of teaching knowledge of mathematics disciplines.Based on the problems and reasons existing in the current "mathematical wide-angle" teaching,this paper proposes a strategy for improving the teaching of "mathematical wide-angle".Including: in-depth study of teaching materials,accurate design of teaching objectives,classroom teaching back to the student-oriented,timely reflection and summary,teachers to establish the concept of lifelong learning,and continuous learning of subject knowledge and subject teaching knowledge.