Research On Situational Teaching Of Mathematical Problems In Primary School Oriented To Experiential Learning

As a situation centered and problem led form of teaching activities,mathematics problem situational teaching has the basic characteristics of activating students' thinking in the problem situation,guiding students to experience the formation process of knowledge and become the builder of knowledge.It can be seen that this teaching model focuses on the real participation of students' cognition,emotion and behavior,and emphasizes experiential learning.Based on this,this paper establishes the following research questions:(1)what is the essence of experiential learning oriented situational teaching of mathematics problems in primary schools?(2)What effect does situational teaching of mathematical problems have on students' mathematical experiential learning?(3)How to design situational teaching of mathematics problems in primary schools to promote students' experiential learning? Starting from the established research problems,using the theoretical analysis and research method,this paper analyzes the specific manifestations of the situational teaching of mathematical problems for experiential learning,further analyzes the characteristics and Strategies of the teaching,and constructs a complete teaching procedure.Elaborate the situational teaching design of mathematical problems for experiential learning,enter the actual classroom for teaching practice,and analyze the experience of students' cognition,emotion and behavior in teaching practice by using the research methods of teaching case analysis,questionnaire analysis and classroom observation.Through the research of the combination of theory and practice,the following conclusions are drawn:(1)the essence of mathematics problem situational teaching oriented to experiential learning.There are three main points:(1)problem situation is not only a tool to stimulate students' interest in learning,but also to provide students with an experiential learning environment;(2)Learning is not a static process of knowledge acceptance,but a dynamic process of experiential learning under the guidance of teachers;(3)The situational teaching of mathematical problems for experiential learning has common characteristics: life situation,hierarchical problems,cooperative learning and systematic summary.These specific points are used to weave an "experience" network for students.(2)The situational teaching of mathematical problems oriented to experiential learning can effectively promote the participation of students' knowledge,emotion and behavior,and generate learning experience.(3)The situational teaching of mathematics problems oriented to experiential learning can improve the effectiveness of mathematics classroom teaching in primary schools.On this basis,the teaching enlightenment of primary school mathematics problem situation oriented to experiential learning is obtained: 1.create problem situation and resolve "lead without hair".2.Pay attention to "cultivating emotion by environment" and activate emotional experience.3.Make good use of thinking to help form knowledge.4.Guide communication and discussion and stimulate thinking collision.5.Upgrade the problem situation and change linear learning.6.Pay attention to reflection and summary and improve the knowledge structure.