Research On The Teaching Of Primary School Mathematics Concept Transformation Under The CTCL Paradig

As the basic component of the knowledge system,concepts play an important role in teaching and learning.A large number of studies have shown that students usually have unscientific preconceived understandings of conceptuals which are often influenced by existing life experiences before they accept new concepts and will have a certain impact on subsequent teaching.In recent years,although the corresponding research has been continuously highlighted and the contents of the research have been continuously deepened,there are still relative deficiencies.Existing research mostly focuses on the theoretical level,the practical teaching content is relatively limited,and the research perspective is relatively single.Therefore,in order to solve the above-mentioned background problems,this research attempts to use the "recognition of the circle" of primary school mathematics as the teaching content,the "CTCL" paradigm as the research theory,and the second-order diagnostic test volume as the test tool to conduct action teaching,to analyze the concept status,reasons and type of primary school students,and explore the specific impact of technology-assisted personalized teaching on the occurrence of conceptual change.Through research,the results of the former concept survey shows that students generally have the former concept before learning the "recognition of the circle",and they can be classified according to their specific causes.Among them,non-scientific formers concept cover literal associations,conceptual confusion,empty shell concepts and life reasoning.The data of action teaching test shows that when students are divided into groups based on non-scientific former concept types,and appropriate technology is used to assist in personalized interventional teaching,the average score of the post-test was significantly improved and the teaching effect was significantly different,all in all,it proved that individualized teaching with reasonable technical assistance can effectively promote the conceptual transformation.Based on the conclusion analysis and root excavation,aiming at the stubbornness and repetition of non-scientific former concepts,the shallowness and stages of conceptual understanding,this study puts forward the following suggestions: When teaching concepts,teachers should pay attention to the continuous development of students’ concepts,and integrate the characteristics of concept and causes,choose appropriate teaching strategies and models,highlight the attributes and connotation of concept,track the transformation and results of concepts.