From Life Reality To Mathematical Conclusion ——Research On Teaching Strategies To Promote The Real Occurrence Of Primary School Students' Mathematical Activities

In the current primary school mathematics classroom teaching,there are still a large number of phenomena,such as emphasizing calculation method over calculation theory,emphasizing conclusion over process,emphasizing imitation training over independent exploration,emphasizing problem brushing over thinking about the context of mathematical conclusion and so on.By consulting the literature,the author combs the theoretical and practical research on mathematical activities at home and abroad in detail,and finds that the academic community has done a lot of research on the meaning of mathematical activities and the ways and methods of accumulating mathematical activity experience.However,based on the practical needs of primary school mathematics classroom teaching,the systematic research focusing on operability and practicability is still insufficient.Based on friedenthal's "mathematicization" theory,Dewey's experience transformation theory,constructivist learning theory and Ausubel's meaningful learning theory,this study investigates the current situation of mathematical activities in primary school mathematics classroom by using the methods of questionnaire and interview.It is found that many teachers pay attention to the organization and implementation of mathematical activities in mathematics classroom,but the depth and strength of the development are still insufficient,even just a mere formality and floating on the surface.Therefore,it is particularly important to explore the strategies to promote the real occurrence of primary school students' mathematical activities.The logical starting point of mathematical activities comes from the reality of students' life,mathematics or other disciplines.Starting from the reality of primary school students' life,this study defines the basic types of primary school mathematics activities,that is,primary school students often carry out mathematics activities by taking observation activities,operation activities,thinking activities,expression and communication activities,reflection and verification activities as the basic path.In view of the problems found in the survey and the basic types of mathematical activities,this paper attempts to give the basic principles that should be followed to promote the real occurrence of primary school students' mathematical activities,that is,facing the real life is in line with students' actual experience,focusing on the essence of Mathematics to promote the improvement of core literacy,designing multiple activities to promote the unity of hands and brains,giving full play to students' main body to experience the formation process of conclusions and strengthening the process of problem driven experience knowledge construction.On the basis of following the above principles,teachers should pay attention to the following strategies in classroom teaching in order to make primary school students' mathematical activities take place truly.For example: first,create a real mathematical situation.Not only in the classroom,but also in the whole student's activities,we should make full use of the physical objects and real life situations in students' daily life,closely combined with children's reality,so that students can abstract mathematical conclusions in familiar life situations;Second,pay attention to the hierarchical development of mathematical activities.According to the specific teaching content,scientifically select the type of activities,give full play to the role of concrete model according to the thinking characteristics of students,and make students experience the process of level by level abstraction;Third,pay attention to the structural representation of mathematical conclusions.Because the abstraction of mathematical conclusion requires students to experience step by step,teachers need to represent it layer by layer and element by element;Finally,strengthen students' timely generalization.In order to help students realize the construction from life reality to mathematical conclusion,we should guide students to summarize the process and results of thinking in the teaching process.Finally,according to the above principles and strategies,this study selects a lesson from number and algebra,graphics and geometry,statistics and probability for teaching design,in order to make teachers clear how to set up reasonable mathematical activities for different types of knowledge,and enable students to complete the transition from life reality to abstract mathematical conclusions.