Research On The Optimization Strategy Of Transformation Thought In The Teaching Of Number And Algebra In Senior Primary School

With the promulgation of "Mathematics Curriculum Standard for Compulsory Education(2022 Edition)"(referred to as "Curriculum Standard(2022)"),China’s primary school mathematics curriculum reform has taken another key step,paying more attention to the implementation of the four basics.As a basic idea in mathematics,transformation thought can be transformed into old knowledge when encountering new problems under its guidance,and strengthen the connection between old and new knowledge;Deepen students’ understanding of knowledge when transforming abstract questions into intuitive ones;Optimize students’ calculation strategies when transforming complex problems into simple ones.Infiltrating and transforming ideas in practical teaching is conducive to promoting students’ understanding of knowledge,improving problem-solving ability and promoting the development of mathematical thinking.Therefore,it is very necessary to explore the teaching strategies of transforming ideas in the field of "Numbers and Algebra" in senior primary schools.First of all,based on reading and combing the relevant documents of transformation thought,combined with the reflection of current practical problems,the direction and research focus of this study are determined.Secondly,on the basis of the existing research,it is established that this study adopts the method of qualitative research,starting from the types,sources,implementation and effects of transformation ideas,focusing on the field of "number and algebra" in the high level of primary schools under the guidance of theoretical basis,and deeply understanding and analyzing the basic situation of primary school mathematics teachers’ infiltration of transformation ideas through observation and interview.Finally,according to the obtained data,this paper analyzes the shortcomings and reasons of primary school mathematics teachers’ infiltration and transformation ideas,and puts forward optimization strategies to provide reference for teachers in the teaching of "Numbers and Algebra" in primary schools.Secondly,the following problems are found in the research process: the type of infiltration transformation thought is biased,ignoring abstraction as concrete teaching;The source of teachers’ cognitive transformation thought is not comprehensive;Lack of appropriate training and summary,poor flexibility of teaching methods;The teaching effect pays attention to the mastery of knowledge and ignores the development of transforming thinking.Thirdly,according to the analysis,it is concluded that the influencing factors of the problems in the teaching of "Number and Algebra" are divided into two levels:teachers and schools: first,the knowledge of the transformation ideas is insufficient;Teachers’ teaching concepts are fixed;Lack of teaching design ability to infiltrate and transform ideas;Lack of understanding of students’ needs for transforming their thinking and learning.At the second school level,the construction of primary school teachers based on the transformation idea is insufficient;Lack of curriculum resources development of transforming ideas.Finally,according to the problems found in the study,the following suggestions are put forward for infiltrating the transformation thought in the field of "number and algebra" in the high grade of primary school;First,teachers should increase the ways of transforming ideas from knowledge and enrich the knowledge reserve of transforming ideas;Change the traditional teaching concept and correctly understand the transformation thought;Flexibly design the infiltration links of transformation ideas and enrich the infiltration methods of transformation ideas;Based on the needs of students,infiltrate and transform ideas at different levels.Second,at the school level,strengthen teaching and research training and build a team of primary school teachers based on transforming ideas;Construct a teaching resource library of transforming ideas and improve the development of resources.