National Mathematics Report

I. The Proposal and Significance of the Subject The mathematics activity class is an indispensable part of the national junior mathematics curriculum system. It is based on the social development needs of the mathematics subject class, and the mathematics quality of the students is the core. Based on the development of students, it takes into account the requirements of the knowledge base of mathematics, and gives full play to the personality of students, emphasizing the development of students' personality. Through mathematics activities, using hands and brains together, gain direct experience, broaden horizons, grow talents, cultivate interest and expertise in mathematics, cultivate students' thinking quality, and improve students' ability to solve practical problems.
However, for a long time, the mathematics curriculum of the national minor is basically a subject-based curriculum, which gives people the illusion that only the mathematics curriculum is the most scientific trend. Many teachers feel awkward about the mathematics activity class, and there is an understanding. The "blind zone" has many problems in practice. To this end, we have chosen the topic of “Implementation of the National Elementary Mathematics Activity Class”, trying to improve the quality of students through continuous practice, exploration, and good mathematics activities.
Second, the basic content of the research The research team divides the content of the National Elementary Mathematics Activity Class into five aspects: (1) mathematics in life; (2) mathematics in production; (3) mathematics in science and technology; (4) mathematics related to various subjects; (5) Mathematics in intellectual activity.
In determining the content of the mathematics activity class of the National Elementary School, in addition to considering the knowledge, science, education and acceptability around the goal, the research group also pays attention to the following three "sex":
1, fun. Pupils are curious, active, eager to ask, and have a strong desire for knowledge. According to the psychological characteristics of primary school students, the subject matter of the activity is as new, strange and interesting as possible. In the course of the activity, "five": (1) gamification of the activity form; (2) enumeration of example life; (3) resolution of difficult storytelling; (4) magical calculation of numbers; (5) introduction of legendary characters. For example, the mathematics activity class based on the “turning sugar game” and “one dollar money in the ball” is based on the street phenomenon, which is based on the life, the simulation of the sugar, the start of the ball, and guide the students to use mathematical knowledge. Revealing, I understand that these are scams, so that students not only learn and apply mathematics, but also receive a profound education.
2, thinking. Thinking is the core of intelligence. The development of mathematics activities must allow students to understand a truth through activities, realize a kind of thinking, and master a method to develop students' thinking ability. For example, in the mathematics activity class of the “Measuring Knowledge” section of the fifth grade, the instructor inspires students how to use a common measurement tool to accurately and simply measure the thickness of a piece of paper, the circumference of a hula hoop and a bundle of chaos. The length of the wire, etc. Through practical activities and thinking activities, students summed up the method of “getting more and less, transforming straight, and changing length to weight”. After class, the students said happily: "We are a lot smarter at once!"
3. Practical. In the knowledge teaching of subject courses, primary school students often feel that mathematics knowledge is abstract and learning is very boring. The mathematics activity class focuses on guiding students to use the mathematics they have learned to solve practical problems and improve the enthusiasm of students' theory and practice. Such activities should reflect as much as possible the needs of reality, making it an attempt or simulation of the specific use of the mathematical knowledge learned in daily life. For example, in the mathematics activity class, the teacher leads the students out of the school gate, organizes the “small traffic police” activities, not only assists the traffic in the bustling area, but also carries out traffic statistics of motor vehicles and non-motor vehicles, and returns to the school to make statistical charts, children. The ingenuity and comprehensive ability are brought into play, and at the same time, learning is life, and life is learning.
Third, the main results of the research

1. Inspire students' interest in learning and improve their ability to use knowledge to solve practical problems.
2. Initially formed the basic method of carrying out mathematics activities, mastered the first-hand information of setting activity courses, and provided experience for the school to fully implement the activity curriculum and conduct standardized management.
Through research, the research team summarized the basic practices of conducting mathematics activities, which can be summarized into two points: the content and form of the design activities should be based on the age characteristics of the primary school students and the students' life experience and knowledge base as the content of the activities. "Support point"; "After three words" activities should be organized and expanded to highlight a "moving" word, running through a "fun" word, embodying a "can" word. Students can learn to play and play in the game; they are interested in learning, interesting in learning, making boring knowledge interesting, and book knowledge practical, thus deepening and broadening the knowledge of students.
3. The exploration of the teaching process of the mathematics activity course opened up the idea for the classroom teaching reform of the subject curriculum.
Through several years of practice, it has basically formed a relatively mature teacher-led, student-centered activity curriculum teaching process. This "process" of student-led learning under the guidance of teachers is in line with the constructivist learning theory and conforms to the theory of lifelong learning. It is the high quality of "innovation consciousness, innovation spirit and innovation ability" needed to cultivate the future knowledge economy society. Talent. The first ┆ 文 文 网 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理 整理
4. The teacher's educational concept is gradually updated, the teaching level is improved, and the teaching effect is also significantly improved.
Fourth, the problem discussion There are many problems in the national mathematics activity curriculum, such as:
1. Lack of complete and scientific sequence of teaching content;
2. Lack of effective evaluation of the activity curriculum.