What are the characteristics of mathematics teaching mode in primary and secondary schools in China at present?

"Yugong" teaching method —— Simplifying the rigorous logical deduction process of mathematics into a lively knowledge generation process. By letting students know the realistic background of the mathematics knowledge they have learned, they can perceive the process of knowledge generation. Mastering problem-solving ideas and knowing the formation process of ideas can greatly stimulate children's curiosity and creativity. Let the derivation of boring and dry mathematical concepts become vivid.

Methods/steps

Independent inquiry learning-the key point is that students experience the learning process personally, and its value is not so much to let students find the conclusion, but to let students pay more attention to the inquiry process. Autonomous inquiry learning attaches importance to allowing each student to explore, discover and "re-create" related mathematical problems freely and openly through observation, experiment, guess, verification and reasoning according to his own physical examination. In this process, students not only acquire the necessary mathematical knowledge and skills, but also understand the formation process of mathematical knowledge, especially the thinking method and value of experiencing and learning mathematics. Cooperative learning-a common form in primary school mathematics teaching. However, at present, the efficiency of group cooperative learning is less, and some are just a mere formality. Some researchers believe that there are several types of group learning, such as independence, competition, dependence and dependence. At present, we use more students to communicate with each other after autonomous learning, and there is too little cooperation in the real sense to learn or solve a problem one by one. "Practical activity" teaching method-through practical activities, cultivate students' innovative spirit and practical ability, explore students' potential and let students learn useful mathematics knowledge. ..... Whether it is "optimization" or "innovation", we should generally pay attention to the following four points: First, the choice or innovation of teaching methods must conform to the teaching laws and principles; Second, according to the teaching content and characteristics, to ensure the completion of teaching tasks; Thirdly, it must conform to students' age, psychological change characteristics and teachers' own teaching style; Fourth, it must conform to the existing teaching conditions and the prescribed teaching time. In addition, in guiding ideology, teachers should pay attention to examine various teaching methods from a dialectical point of view. As the saying goes, "there is no fixed method for teaching."

Common teaching methods

Since the 1980s, with the deepening of the reform in the whole teaching field, the mathematics teaching methods in primary schools have also shown a vigorous development momentum. The majority of primary school mathematics teachers and teaching researchers, on the one hand, boldly improve and transform our traditional primary school mathematics teaching methods, on the other hand, introduce advanced foreign teaching methods in a polar region, so that new teaching methods have sprung up in China. Introduction to the new teaching method of primary school mathematics (1) Discovery Method Discovery method is a teaching method advocated by Bruner, a famous contemporary American educator and cognitive psychologist, from 1950s to 1960s. 1, the basic meaning and characteristics of discovery method discovery method refers to a teaching method in which teachers do not directly impart ready-made knowledge to students, but guide students to think actively and discover corresponding problems and laws independently according to topics and materials provided by teachers and textbooks. Compared with other teaching methods, the discovery method has the following characteristics: (1) The discovery method emphasizes that students are discoverers, allowing students to discover, understand and work out the answers to their own questions independently, instead of teachers providing ready-made conclusions to students, making students become passive absorbers. (2) The discovery method emphasizes the role of students' intrinsic learning motivation. For students, the best motivation is their innate interest in the courses they study. Discovery method accords with children's psychological characteristics of fun, activity, curiosity and root-seeking. When encountering novel and complicated problems, they will actively explore. Teachers make full use of this feature in teaching, using novelty, difficulty and contradiction to trigger students' thinking conflicts, prompting them to have a strong desire for knowledge, actively explore and solve problems, and change the traditional teaching method that only uses external stimuli to promote students' learning. (3) The discovery method makes the leading role of teachers latent and indirect. Because this method allows students to observe, analyze, synthesize, judge and reason with their minds, and discover the essential laws of things by themselves, the leading role of teachers in this process is potential and indirect. 2. The main advantages and limitations of the discovery method The discovery method has the following main advantages. (1) can transform students' external motivation into internal motivation and enhance their learning confidence. (2) It helps to cultivate students' ability to solve problems. Because the discovery method often practices how to solve problems, it can make students learn the method of inquiry, cultivate their ability to ask and solve problems, and be willing to create and invent. (3) The application of discovery method is helpful to improve students' wisdom, develop their potential and cultivate their excellent thinking quality. (4) It helps students to remember and consolidate their knowledge. In the process of discovery learning, students can reorganize the existing knowledge structure internally, which can better link the existing knowledge structure with the new knowledge to be learned. This systematic and structured knowledge is more helpful for students to understand, consolidate and apply. The discovery method also has some limitations. (1) In terms of teaching efficiency, it takes more time to use the discovery method. Because the process of students acquiring knowledge is a process of rediscovery, all the truths must be acquired or rediscovered by students themselves, not simply taught by teachers. Therefore, the teaching process is bound to go through a long exploration process. (2) As far as teaching content is concerned, its adaptation has a certain scope. Discovery method is more suitable for disciplines with strict logic such as mathematics, physics and chemistry, but not for humanities. As far as applicable disciplines are concerned, it is only applicable to the teaching of concepts and related common sense, such as finding the average value and algorithm. The name, symbol and representation of the concept still need to be explained by the teacher. (3) As far as the teaching object is concerned, it is more suitable for middle and advanced students. Because discovery learning must be based on certain basic knowledge and experience, the higher the grade, the stronger the ability of independent exploration. Therefore, it is not necessary and possible for all teaching contents and teaching objects to adopt discovery teaching. 3, the discovery method teaching example (one digit divided by two digits teaching) gives a question like 39÷3. Students can take 39 items first, one for every three items, and divide them into 13. After doing a few such questions, you can ask them to group 10 items. For example, give a question: "Harry bought four sweets, each 10." He ate 1 piece, wrapped the remaining three pieces in a bag and distributed them to his classmates and several classmates. "Students may have the following solutions: (1) Divide every three into piles, and then count the number of piles. (2) Take out 1 from each of the three 10, give the remaining nine to three students, and then divide the remaining three into a pile. 9+9+9+3+3+3 = 39 (block) ↓9+9+3 = 39 (block) 3+3+1+1=13 (person 9+9+) 30+9=39 (block) 10+3 = 13 (person) After the students get the solution, the whole class will discuss it. Teachers don't evaluate different algorithms. There is another problem. Many students will choose a simpler method than the one he used for the first time. Teachers further put forward guiding questions to urge students to find more effective calculation methods and form general vertical calculation. (2) Try teaching method Try teaching method is one of the most influential teaching methods in primary school mathematics teaching. This is a teaching method with China characteristics. The attempt teaching method was first designed and put forward by Qiu Xuehua, a teacher from Changzhou Institute of Educational Science. After being gradually popularized in some regions and the whole country, it has been more than ten years now, and it has achieved good teaching effect, and even has certain influence in the world. 1, the basic content of trying teaching method What is trying teaching method? The basic idea of trying teaching method is: in the teaching process, let students try to practice on the basis of what they have learned, guide students to teach themselves and discuss the teaching materials, and then give targeted explanations on the basis of students' trying practice. The basic procedure of trying teaching method is divided into five steps: showing the trying questions; Self-study teaching materials; Try to practice; Student discussion; The teacher explained. The fundamental difference between the trial teaching method and the general teaching method lies in changing the way of "speaking before practicing" in the teaching process, and taking the way of "practicing before speaking" as the main teaching form. The background of the attempt teaching method is that in the early 1980s, the teaching reform in China has been on the right track, and there are many experimental studies on teaching reform in China. At the same time, a large number of foreign teaching reform experiences have been introduced. In this case, people began to think about how to research and create a teaching method with China characteristics that not only meets the needs of modern education reform, but also has strong operability. Over the years, Mr. Qiu Xuehua has studied mathematics teaching in primary schools, conducted many investigations and experiments on the reform of mathematics teaching in primary schools before and after the Cultural Revolution, and deeply felt the necessity of studying a new mathematics teaching method in primary schools. Therefore, on the basis of analyzing and comparing the experience of teaching reform at home and abroad, he put forward the idea of trying teaching methods. He drew lessons from the "heuristic teaching" principle, discovery method and self-study guidance method in ancient China, comprehensively analyzed and studied the advantages and disadvantages of these teaching methods, and tried to form a unique, operable and feasible teaching method.