Research On Design And Application Of Problem String Teaching In Mathematics Classroom In The Lower Years Of Primary School

The curriculum of basic education emphasizes that students should not only master basic knowledge and basic skills,but also develop their comprehensive ability,feel some mathematical thoughts contained in the knowledge they have learned,and accumulate corresponding experience in mathematical practical activities.Mathematics is a subject with strict thinking and strong logic,which plays an irreplaceable role in promoting the development of individual intelligence.The thinking of students in the lower years of primary school is in the transition stage from concrete image thinking to abstract thinking,and problem string is an important tool to promote this thinking transformation.Problem string teaching can meet students’ demand for knowledge,comprehensively improve students’ ability to apply knowledge,and stimulate students’ thirst for knowledge and curiosity under the promotion of a series of high-quality questions,so that they are willing to actively combine their existing knowledge experience and life experience to explore,think and solve problems.The theory of problem string teaching focuses on revealing the essence of mathematics,reflecting the educational value of mathematical knowledge and mathematical thought,grasping the "re-creation" textbook content of the history of mathematics,and enabling students to experience the process of "rediscovery" of mathematical knowledge.However,in the process of mathematics teaching,teachers often pay more attention to let students understand the basic knowledge and master the basic skills,but it is difficult to immerse mathematical thoughts into the classroom.Modern teachers need to understand the connotation of mathematics thought and integrate it into practical teaching,promote students to think deeply about knowledge and improve the quality of students’ thought.This study is mainly carried out by combining theoretical research with classroom practice.Firstly,case analysis method is adopted to analyze the design and application of core problem string in primary school high-quality mathematics class examples in the lower years,so as to draw effective experience for the construction of problem string model,and then to analyze how to put forward problem string and its sub-problems,so as to draw effective experience for the design of teaching examples.Secondly,the problem string teaching model is built,and based on this,the teaching design is put into the experiment.Finally,the experimental conclusions are drawn by comparing the academic performance of the experimental class and the control class before and after the experiment through experimental research and questionnaire survey.The main research conclusions of this study are as follows:First,it is necessary to set the type of question accurately and make the design intention clear.It is necessary to clarify the questioning stage and guide students to maximize knowledge acquisition at all levels.Combine multiple questioning modes,pay attention to students’ collaborative learning,learn from each other’s strengths and weaknesses,advocate students’ independent questioning and joint discussion,teachers help deepen questioning and expand students’ thinking.Second,the design of the question string should pay attention to the accuracy of the question,to ensure that the students accept the correct mathematical problems;Pay attention to close to the students’ nearest development area,avoid causing students’ learning burden;Pay attention to each problem should be closely around the teaching objectives,teaching content,to avoid causing the classroom chaos;Pay attention to the correlation between a series of problems,the logic between problems and problems,from shallow to deep,layer by layer progress.Thirdly,through experimental research,it is concluded that problem string teaching can improve students’ math academic performance in primary school math classroom teaching,and the teaching designed by problem string teaching model has a positive impact on the math learning input of students in the lower years of primary school.