Investigation And Research On The Correspondence Between Primary School Mathematics Classroom Teaching And Curriculum Standard

Classroom teaching is the main channel and foundation to implement the fundamental task of Building Morality and cultivating people and improve the quality of talent training.Curriculum standards are the legal basis and bottom line requirements of classroom teaching.Primary school mathematics is a basic subject for students’ all-round and lifelong development.The quality of primary school mathematics classroom teaching is not only related to the cultivation of students’ core literacy of mathematics,but also the basis for students’ lifelong learning and all-round development.Is the classroom teaching of mathematics in primary school carried out according to the curriculum standard? How well is it achieved? It is a basic subject worthy of study.Unfortunately,there are not many effective research results.The goal of this study is to investigate and understand the current situation and existing problems of the compliance level between primary school mathematics classroom teaching and curriculum standards by constructing the analysis index system of the compliance between primary school mathematics classroom teaching and curriculum standards,and put forward countermeasures to improve its compliance level on this basis.Firstly,on the basis of consulting and combing the relevant research literature on classroom teaching and curriculum standards,this thesis determines to use questionnaire survey method,text analysis method and observation method.Secondly,starting with the mathematics curriculum standards,this thesis constructs the analysis index system of the consistency between primary school mathematics classroom teaching and curriculum standards.Taking six primary school mathematics teachers in L City as the survey object,through the analysis of the current situation of the consistency between primary school mathematics classroom teaching and curriculum standards under different educational background,teaching age and regional factors,the survey results show that there are differences in the level of consistency.Looking at the essence through problems,this thesis analyzes the reasons for the differences in conformity,including the mathematics curriculum standard itself;Primary school mathematics teachers’ awareness of curriculum standards;Educational philosophy and leadership at the school leadership level;Evaluation and high-risk examination.It is not the teachers’ adherence to the bottom line of mathematics teaching,but the teachers’ adherence to the basic position of surpassing the mechanical standard of mathematics teaching.Therefore,in order to effectively improve the level of conformity,the following constructive suggestions are put forward: improve the operability of mathematics curriculum standards;Strengthen teachers’ awareness of curriculum standards;Strengthen the school’s implementation of curriculum standards;Students’ academic evaluation based on curriculum standards.