2 Terms: Explanation of Mathematics Teaching Design, Modern Mathematics Education Concept

Practical skills. Apply awareness.

Problem Situations – Establishing Models – Explaining, Applying and Expanding".

Explanation of Mathematics Teaching Terms in Primary Schools: It is an important means to teach the basic knowledge of mathematics in primary schools. Mathematics is a compulsory subject for elementary school students.

The purpose of teaching is to explain terms: to enable students to understand and master the most basic knowledge of quantitative relations and spatial formation, to be able to correctly and quickly carry out the four calculations of integers, decimal numbers and fractions, to have a preliminary understanding of some of the simplest ideas in modern mathematics, to have preliminary logical thinking ability and spatial concepts, and to be able to use the knowledge they have learned to solve simple practical problems in daily life and production. The specific requirement for the teaching of mathematics in primary schools is the explanation of the nouns:

1) Master the basic knowledge of integers, decimals, fractions, percentages, proportions and simple equations; Be able to correctly and quickly perform the four calculations of integers, decimals, and fractions, and be able to solve simple equations; Master some common quantitative relationships and methods of solving practical problems, and be able to solve some simple practical problems. (2) Master the basic knowledge of simple geometric figures, be able to calculate the perimeter, area and volume of some geometric shapes, and be able to carry out simple land measurement and soil and stone calculation. (3) Master some commonly used measurement units and preliminary measurement methods.

4) Master some preliminary knowledge of statistics, and be able to draw simple statistical charts.

Explanation of teaching design terms: It refers to the systematic planning process in which teachers analyze the problems and needs in teaching, determine the teaching objectives, establish the steps to solve the problems, reasonably combine and arrange various teaching elements, and formulate the implementation plan to optimize the teaching effect based on the characteristics of the teaching object and the teacher's own teaching concept, experience and style, using systematic views and methods.

Instructional design is the basic guarantee for the smooth progress of teaching activities. Good teaching design can provide a scientific action plan for teaching activities, so that teachers can get twice the result with half the effort and achieve good teaching results in the teaching process.

Ignoring the teaching design will not only make it difficult to achieve good teaching results, but also make teaching detours and affect the completion of teaching tasks.

Focus: content that plays an important and prominent role in the overall knowledge system;

Difficulty: refers to the key knowledge that is difficult for most students to understand and master, or problems that are prone to confusion and mistakes;

Objectives: The number and extent of changes in thinking and behaviour that teachers expect from students;

Let's talk about the "key points of mathematics teaching" first, we often hear such a sentence "grasp the main point, the main and secondary are clear", I think the "key point" is "the important part of each lesson or each chapter, the main part, and the part that students need to learn and need to master".

Mathematics teaching difficulty" - as the name suggests, is more difficult to understand knowledge, students are not easy to grasp, it should be noted that "difficult is not necessarily the key", can not mistakenly think that the difficult point must be a very important knowledge point, this is not necessarily, if a knowledge point is both "key" and "difficult", then it is indeed very important, it is easy to appear in the exam, and often as the finale question.

In short, the "key" is easy to take and the "difficult" is difficult, but there is no need to worry too much about the "difficult" because the proportion of difficult points in the exam is very low.

I think "the goal of teaching mathematics."

and "Mathematics Instructional Design."

There should be a certain connection, "mathematics teaching objectives" are the knowledge that students should master after a class or a semester, and the level they should have, which is often reflected from classroom questions or exams, and "mathematics teaching design" is similar to plans, steps, etc., and its analogy should be what to teach and how to teach.

Personal opinion, if there is a mistake, hope Jun Haihan.

This book is one of the textbooks of the "Tenth Five-Year Plan" of general higher education, which is an overview of the basic theory and practice of mathematics education, with the aim of helping students with professional knowledge of mathematics to acquire basic knowledge and skills about mathematics education. It is no longer just an explanatory description of "textbooks and teaching methods", but expounds the basic laws of mathematics education and has its own subject system. The book is divided into practical and theoretical chapters.

First of all, we started by watching and analyzing a large number of mathematics teaching cases, and helped students prepare lesson plans and walk on the stage. Then, the basic theories of contemporary mathematics education are briefly introduced, such as the purpose of mathematics teaching, the mathematical ability that students should have, the mode of mathematics teaching, the moral education function of mathematics education, and the value of mathematical thinking and methods, as well as the history of mathematics, mathematics education technology, mathematics education psychology and other related issues. The book has a special chapter to introduce and study the formulation and experiment of the Mathematics Curriculum Standards for Full-time Compulsory Education and the Mathematics Curriculum Standards for General High Schools, and expound on the problems of mathematics problem solving, mathematics examinations, and mathematics education research.

Academician Liu Yingming, Professor Xu Lizhi and Professor Yan Shijian wrote the preface to this book. Included with the book is a CD-ROM containing several teaching cases and several sample research essays on mathematics education. This book is intended for mathematics students in higher normal colleges and universities and college students who are interested in pursuing a career in mathematics education, and can also be used as a reference book for mathematics educators.

From arithmetic to algebra is a qualitative leap in the development of mathematics, number is the language of science, the meaning of number is to reveal the essence of all things and the law of motion, to distinguish the difference in the quantity of things, and to observe the different places separately. Leaving the world with a number of just 1, 1 common things; Rather than the different things that an infinite number of natural numbers can express. The size, quantity, time, length, mass, etc. of things need to be described by numbers, without which the different quantities in these concepts in things will not be able to recognize and distinguish.

With mathematics, you can predict the future, calculate unknown results, prove the correctness of theorems, and deduce new conclusions. But mathematics cannot explain the cause of the problem, it can only describe the laws of the movement of things, not why things move the way they do. Using mathematics to describe the movement and relationship of things is more accurate, easier to record, and allows us to grasp the problem, so it is necessary to use quantitative relations to describe the laws and relationships of things.

The concept of mathematics is mainly the substitution ...... functions