Research On The Design Of The Mathematics Activities Of Primary School Under The Goal Of "Basic Activity Experience"

Basic activity experience is the research hotspot in the field of education at present,and it is also the inevitable trend of future teaching development.It is gradually applied to the teaching of various stages and knowledge modules of mathematics.The goal of activity experience not only embodies the procedural characteristics of mathematics learning,but also highlights the dominant position of students with activities as the carrier.It is required that teachers should take the accumulation of basic activity experience as a foothold when they design mathematical activities,so that students can experience mathematical activities such as observation,conjecture,analogy,induction and reasoning,and so that teachers can really teach and students can really learn.Based on the relevant theories and activity design of the basic activity experience goal,this study analyzes and studies the famous teachers’ lesson examples by using the methods of classroom observation and interview,trying to provide teachers with the reference path of mathematical activity design under the basic activity experience goal.This study consists of four parts.The first part summarizes the origin,concept and classification of basic activity experience in core journals and excellent papers,and reveals the connotation,level division and teaching value of the experience goal of basic mathematical activities,so as to further understand the essential requirements of the experience goal of basic activities;The second part draws up the goal of activity experience according to the connotation and level division of basic activity experience,and constructs the activity design framework under this goal which provides theoretical reference for the following specific classroom activity design;The third part analyzes the current situation of the activity design of the triangle area,rectifies and optimizes the activity design to promote the accumulation of students’ basic activity experience;The fourth part puts the optimized activity design into practice again.Through classroom observation and after-school interview,we understand and analyze the effect of implementation,reflect and evaluate,and finally give relevant teaching suggestions.This study selects the "triangle area" in the upper grade of primary school as a specific lesson,in order to focus on the research content.First,through the comparison of activity design to analyze the current situation of teaching,get specific teaching enlightenment,and then carry out a new round of mathematical activity design.Through classroom observation and after-school interviews,collect a large number of data to analyze the implementation effect,and explore an activity design mode that can effectively accumulate students’ basic activity experience,so as to improve teachers’ activity design ability under the goal of basic activity experience.The research has made some achievements.Theoretically,it defines the connotation of mathematical basic activity experience and the division of different levels of experience,and formulates the activity design process under the goal of "mathematical basic activity experience";In practice,first of all,the design of activities should respect students’ dominant position and initial experience level,and hierarchical task learning should be designed according to different levels of activity experience,so that activities can take place effectively;Secondly,students should be fully involved in the activities,so that their mathematical thinking can really happen,which is conducive to accumulating activity experience and improving the level of activity experience;Finally,we should pay attention to the learning situation investigation of pre class activity experience.The more sufficient the pre class investigation is,the more flexible and resourceful the classroom response will be,and the students’ activity experience will be enriched.