Current Situation Analysis And Countermeasure Research Of Mathematical Game Teaching In Lower Grades Of Primary School

According to the Mathematics Curriculum Standards for Compulsory Education(2022 edition),“Attention should be paid to the connection between the young and the young,and the curriculum of the first and second grades of primary schools should be reasonably designed,with emphasis on the learning design of activities,games and life.”At present,there are some problems in basic education,such as single traditional teaching method and high pressure of “exam-oriented education”,and mathematics is an abstract and boring subject,so students are easy to be uninterested in mathematics and even escape from it.The use of mathematical games in teaching can enlivens the classroom atmosphere,improve students’ enthusiasm,and let students experience mathematics in activities.So,what is the current situation of game teaching in the mathematics classroom of the lower grades in primary schools? What are the problems? How to improve these problems and achieve better teaching results? This paper carries out research on the smooth implementation of game teaching in practice.Firstly,this paper uses literature research method to sort out and summarize the research status of primary school mathematics game teaching,and defines related concepts.Then,on this basis,48 first-grade and second-grade mathematics teachers from 10 primary schools in Jiaxiang County,Jining City,Shandong Province,were selected as the research objects.From the three aspects of teachers’ understanding and design of mathematical game teaching,use links and types,and the effect and evaluation of mathematical game teaching,a questionnaire survey was carried out on the current situation of mathematical game teaching in the lower grades of primary schools.The existing problems were found through questionnaires and interviews.Through the investigation,it is found that the main problems in mathematics game teaching in the lower grades of primary school are unclear purpose of game teaching,single use links and types,poor classroom management,low participation of students,lack of reflection and evaluation of teachers and so on.To solve the above problems,the author analyzes the reasons from the following five aspects: young teachers lack a deep understanding of game teaching;Large class sizes and inadequate teacher preparation;Ignoring the law of students’ physical and mental development;The rules of the game are unclear;Mathematical game teaching has not formed a system.In view of these problems,combined with curriculum standards and teaching practice,the author puts forward the following five improvement strategies: to improve teachers’ understanding of mathematical game teaching;Enrich the types of math games;Strengthen classroom management and organization;Take into account all students;Focus on teacher reflection and training.