This paper discusses the necessity of strengthening practical links in primary school mathematics education and teaching.

The study guide provides students with guidance on learning methods, resource introduction and various media cooperation.

The course "Research on Primary Mathematics Teaching" is a compulsory basic course for the primary education major of China Central Radio and TV University. Based on mathematics and pedagogy, this course is a comprehensive interdisciplinary subject formed by comprehensively applying the achievements of psychology, cognitive science, thinking science, logic and other related disciplines in the practice of mathematics education. Its basic teaching requirements are as follows:

1. Primary school mathematics teaching research is a comprehensive and independent interdisciplinary course. It needs to use the basic principles of related disciplines, especially the new theories, methods and ideas of mathematics, philosophy, pedagogy and psychology to think and solve a series of teaching problems.

2. Primary school mathematics teaching research is a highly ideological and theoretical subject, which especially needs the guidance of materialist dialectics. Therefore, we are required to comprehensively and correctly use the standpoint, viewpoint and method of dialectical materialism to study and solve some practical teaching problems currently encountered.

3. Primary school mathematics teaching research is a highly developed discipline, which needs to constantly enrich fresh materials and principles. Therefore, students should learn to use information and be good at summing up.

4. Primary school mathematics teaching research is a very practical subject. Therefore, we should strengthen the practical activities of mathematics teaching.

5. According to the subject characteristics of mathematics, improve students' mathematical thinking ability, mathematical application ability and mathematical beauty appreciation ability.

Second, the course learning

This course started in the spring of 2005, and the existing resources include text teaching materials, video teaching materials, streaming media resources, online tutoring and so on. In order to facilitate students' autonomous learning, make full use of the advantages of Internet distance teaching and facilitate the interaction between teachers and students of CCTV, we integrated various media of this course and designed and produced the online course "Primary School Mathematics Teaching and Research".

Students who study this course should have some basic knowledge such as pedagogy, psychology and teaching theory, and have some understanding of mathematics teaching in primary schools.

1. learning link

(1) Self-study-when you get this book, first read the table of contents, understand the general content of this course, make a personal study plan, and arrange study and review according to the week. This paper studies through the syllabus and assessment instructions provided by the course guidance in online courses, and grasps the key points and difficulties. When studying each chapter, we ask students to learn the content of this chapter by themselves, and ask questions and find answers through their own reading, thinking and practice. After learning a chapter, summarize the contents of this chapter, and ask the teacher if you don't understand.

(2) Watch the video-the problems encountered in the learning process depend on the video. If you haven't figured it out, then consult the teacher when you concentrate on counseling.

(3) Centralized counseling and answering questions-the problems encountered in the first two learning links are solved through centralized counseling classes at the learning point, and teachers are actively consulted. Ask more questions, think more, ask more questions, and you can truly master knowledge.

④ Study group activities-In order to study better, we suggest that students form study groups and participate in the activities at the study site regularly or irregularly. This course has designed three activities to exchange learning experience and experience through mutual learning and help. Learning activities need to be recorded.

⑤ Formative Assessment Workbook-This course is a practical course, so the learning process is very important. The formative assessment workbook of this course is rich in content and diverse in forms, and attaches great importance to practicality and initiative. After completing the chapter homework, students must carefully complete the formative assessment homework, which is one of the components of the total score of the course.

⑥ Curriculum Practice Activities-The study group activities designed a practice activity, and the conditional study points can be organized for many times, so that students can go to school to experience teaching. Although most students come from the front line of teaching and have certain teaching experience, how to combine course theory with practice is the most important content of learning this course. Through curriculum practice, it is one of the important ways to improve their teaching theory level and master curriculum knowledge.

⑦ Online course learning-The online course of this course is an online learning platform integrating various resources. Students can not only get more resources and information, but also communicate with teachers, learning teachers and CCTV students through online courses. Students can open their eyes now.

Final review-after a semester of study, the exam is finally coming. Careful review is the best way to meet the exam. We suggest that students carefully review chapter exercises and physical examination assignments, ask teachers for questions they don't understand or communicate with CCTV teachers through the network, and test their learning situation on the simulation test bar of online courses. Through these links, we can find out what we don't understand. Only in this way can the exam be prepared.

Pet-name ruby exam-the exam of this course consists of formative assessment and summative assessment. Students can't take the exam until they have completed the formative assessment.

2. Learning suggestions

(1) Self-study three days a week, 2 hours a day. When you start learning a new chapter, preview how much this chapter contains, and learn at least how much every day.

(2) After learning each lesson, carefully complete the exercises and formative assessment.

③ Insist on attending every concentrated counseling and answering questions.

(4) watch video programs.

⑤ Actively participate in class study group activities.

⑥ In the chapter overview column of online courses, we designed learning suggestions for each chapter, including time arrangement, content difficulties, media usage, etc.

3. Suggestions for class collective activities

Three group activities are arranged in this course, as follows:

① The first activity (the second week)

Activity content: each class set up a study group to discuss.

Requirements: form a group, introduce yourself, keep contact information with each other, remember the contact information of teachers in provincial universities, county TV universities and township learning points, elect the group leader, and keep records of each activity.

Discuss the problem:

(1) After a week's study, can you adapt to the distance learning mode? How do you feel? What's the difficulty?

(2) Talk about your position in the actual teaching of primary school mathematics teaching research course and your study plan for this course.

(3) How to help each other?

Homework: Make your own study plan.

② The second activity (the eighth week)

Activity content: Discuss the present situation and existing problems of primary school mathematics teaching with local experienced front-line teachers and experts, and discuss how to solve them.

Discuss the problem:

(1) Current situation of mathematics teaching and students' learning in local primary schools.

(2) There is a problem.

(3) How to use the teaching theory of this course to guide practical teaching?

(4) What other aspects should be paid attention to in teaching research?

Homework: record the main points of discussion.

③ The third activity (week 17)

Activity content: What are the problems in the course study? What else do you not understand about chapter exercises and formative assessment assignments?

Discuss the problem:

(1) Introduce your homework.

(2) How do you plan to arrange the review and exam?

(3) Discuss the questions you don't understand.

Homework: mail the unresolved questions to the host teacher of CCTV.

Focus on consulting

It is suggested that this course be arranged with 6 sessions of centralized counseling and answering questions, and students can watch videos at any time (24 hours). The contents of the 24-hour video are as follows: serial number content 1 disciplinary nature of primary school mathematics 2. Curriculum structure and objectives of primary school mathematics 3. Organization and presentation of primary school mathematics teaching content 4. Cognitive learning types and processes 5. Learning methods of modern primary school mathematics 6. Organization of classroom teaching 7. Evaluation of primary school mathematics 8. Learning of children's mathematical concepts 9. Learning of children's mathematical operation rules 1 0 children's learning of space geometry 6 5438+0 1 Developing children's basic ability to solve mathematical problems 12 Organization of learning basic knowledge of mathematical statistics in primary schools 13 On the differences of children's mathematical learning ability 14 On the theory and practice of inquiry teaching 1 On the construction of primary school mathematics cognition 6 5438+06 On the strategy of teaching organization in modern classroom learning, the dependence on intuition and experience is one of the important characteristics of children's spatial concept development.56086.00000000005 Operational activities such as arrangement-one of the effective ways to help children form statistical thinking-20 Introduction of situations and questions-21Situational doubt and autonomous experience-one of the effective strategies for children to form mathematical concepts-22 Task-driven-one of the characteristics of mathematical organization strategies in modern primary school mathematics classroom learning-23 Representation transition-one of the effective strategies for helping children to establish mathematical concepts-24 Understanding by logarithmic method.

The network course of this course is a redesigned network resource, which integrates various resources. Students can further improve their mastery of this course by learning online courses on the basis of self-taught text textbooks.

Primary school mathematics teaching and research network course is an extremely rich network resource, which includes multiple columns, multiple learning channels and multiple media resources. In the design, it is gradually deepened and guided according to the learning characteristics, especially the columns of collaborative learning, case analysis, clinical analysis, broadening horizons, etc., which is the first online course of RTVU and opens up a new world of online learning. I will give a brief introduction to each column below.

Chapter (1) Overview: It includes four parts. (i) Content-oriented learning. Have a brief understanding of the learning content of this chapter, so as to clarify the students' thinking. In the form of expression, rich Flash display is used to arouse everyone's interest in learning. (ii) Concept map. The content system of this chapter is strung together in a graphic way, so that students can have a clear understanding of what they want to learn. (iii) Learning arrangements. The purpose of studying this chapter, the study hours, the study order, the recommendation of reference materials, etc. (4) Learning suggestions. Provide reasonable suggestions for students, and give answers to the problems that may be encountered in learning this chapter, so as to make learning more effective and optimized.

(2) Learning content: explanation of content system. Divide the contents of the chapter into several modules and expand them by sections. The content in the module is the key and difficult content in the chapter, which can be taught according to the problem. Each module can be linked to the corresponding expert lectures in the video classroom through hyperlinks, where you can hear the systematic explanation and counseling to meet the learning needs of different learners. The nouns involved in the learning content are linked to the FAQ question base in the form of hot keys. In the learning content, it also includes the background knowledge of this chapter. Its main contents are the relevant theories and cases of our unit, the introduction of the people involved, and the international evaluation of it. The purpose is to expand students' knowledge and improve teaching quality. This part of the content will be displayed in the form of hot keys. For example, when it comes to learning mode, it is necessary to relate to the background of this mode in the teaching content and display its content through hot keys. At the end of the study, you should solve the problems raised at the beginning. The whole learning content is realized in the form of animation, pictures, words and photos. Avoid long words.

(3) Collaborative learning: design an activity and activity arrangement for each chapter. Arrange an electronic homework for each activity, and ask students to complete and submit the results of the activity together so that teachers can share them with other students. Teachers will evaluate the results of activities to form online learning results. The specific design of collaborative learning: students register and log in, and enter an activity number (for example, the number range of activity 1 is 15, and three people participate in a certain content of activity 1. If the activity scores of the five groups are integrated, even if the activity is completed (1), the teacher can track, prompt and publish the evaluation at any time.

(4) Chapter exercises: Doing exercises and homework is a very important learning link. It is not only a process of reviewing and deepening understanding of what you have learned, but also a test of learning effect. It is an important means to ensure online learning, distance learning and learning effect. This column adopts the form of self-test and can be submitted to test the learning effect. This column needs the active participation of the responsible teachers of local TV universities. Each chapter will assign 1-2 teacher to take charge, check the examination situation, and give students self-study suggestions according to the examination results. Chapter exercises focus on subjective questions, pay attention to guidance when designing, and the comments given by the teacher should include learning tips and ways of thinking, that is, reference answers. Students' homework is submitted to the designated teacher for correction, forming an electronic homework file.

(5) Case analysis: Practice has proved that case teaching is an effective teaching method, which is very necessary for learning and understanding the basic theories, methods and teaching ability of the course. After the learning content is finished, the workshop case analysis in the textbook can deepen the understanding and mastery of the learning content and achieve the purpose of applying what you have learned. This session will be designed to be interactive, and some questions will be raised from time to time during the lecture to ask students to make choices or judgments. In this way, one is to test students' understanding ability, and the other is to improve students' interest in learning and minimize the situation that they can't concentrate and be agitated after reading a lot of words on the computer. In addition to text and content interaction, this column can also link expert video tutoring, FLASH animation and pictures.

(6) Homework evaluation: comment on the problems existing in chapter homework, and the content will be updated at any time according to the problems. The representation is designed as text with recording, drawing or animation. This column will invite teachers from TV universities around the country to comment on the problems that appear in class and homework correction. The content of the column is updated at any time.

(7) Dynamic information: including the teaching and learning information of this course.

(8) Course guidance: introduce the syllabus, implementation plan, assessment instructions, study plans and teaching resources of the course, explain the functions of various resources, suggestions on the use of various media, and experts' study guidance and examination guidance for the course, and express them in the form of words, pictures and videos.

(9) Video lesson: The video resources such as IP courseware, live lesson and video teaching material of this course are integrated, and students can choose independently according to their own needs.

(10) Clinical analysis: analysis of standard problems in teaching. This is the experience from the front line of teaching, and it is a case compiled by experts based on years of teaching experience. The content is a typical "case" in primary school mathematics teaching. In the design, the cases are presented first, and then the students analyze and diagnose themselves, prescribe prescriptions and submit them to experts. After expert consultation, if the prescription is feasible, it will be passed. If it is not feasible, experts will give guidance and ask students to prescribe drugs again. In the specific content, it closely combines the case of the characteristics of the primary school mathematics teaching research course, strung up the whole teaching content, implementing the essence of the course and realizing the learning purpose. It is expressed by sound supplemented by animation to realize human-computer interaction.

(1 1) mock exam: including online mock exam and test paper analysis. Teachers in charge of this course in local TV universities can be invited to participate in the simulation test and test paper analysis. The content of this column can be updated and human-computer interaction can be realized.

(12) Frequently Asked Questions: Summarize some difficulties encountered by learners in the learning process, and design a question base similar to "Hundred Questions", including the explanation of terms in the textbook. The questions in the question bank are constantly enriched and updated to facilitate learners' learning and relatively reduce the workload of teachers' answering questions.

(13) Broaden your horizons: This column contains expert forums, case designs and excellent lessons. It reflects the new ideas, new requirements and new standards of the current primary school mathematics curriculum. These resources are collected by the Normal Department of China Central Radio and TV University. We provide these resources for grass-roots teachers and rural teachers to enjoy.

Various media for online courses include:

(1) text resources

Curriculum textbook

Course guidance materials

Case analysis teaching material

Clinical analysis teaching

Other teaching resources

(2) Video resources:

Audio-visual materials-Audio-visual materials are mainly taught systematically, and are explained and evaluated with typical excellent teaching cases. Video teaching materials ***24 hours.

Expert Forum-Taking video as the carrier (IP form), inviting famous teaching experts from China to explain the current hot issues in mathematics teaching. ***4 class hours.

IP courseware-teaching learning methods and homework evaluation of each chapter with video as the carrier, *** 17.

Classroom live broadcast-this course is a network video resource, which is mainly based on course counseling and exam counseling. Curriculum guidance includes explanations of key points and difficulties; Examination counseling includes examination content, examination form, examination questions and key counseling. * * * is 2 class hours.

Case analysis-analyze the workshop content of each chapter with video as the carrier. *** 13.

Taking video as the carrier, this paper expands the new concepts, new requirements and new standards of reading teaching in the current primary school mathematics curriculum. ***40 class hours.

Online courses are a rich learning platform for students. For teachers, it is a tool to communicate with students. It overcomes the disadvantages that teachers and students of Central Radio and TV University can't communicate directly for many years, and lays a foundation for improving teaching and learning.

6. Expand study and research

For the majority of primary school teachers, learning this professional course, especially this course, is not only finished after learning, but also requires continuous study and research to improve the teaching level and use the theoretical knowledge learned to find and solve problems in future practice. To this end, we suggest that students read the following books, magazines and browse related websites in their spare time:

(1) Books:

Zhang Yongchun, editor-in-chief: On Mathematics Curriculum, Guangxi Education Press, 1999.

Li Deman: Principles of Mathematics Teaching Psychology in Primary and Secondary Schools, Beijing Normal University Press, 1987.

Paul Ernest: Philosophy of Mathematics Education, Shanghai Education Press, 1998.

Yang Qingyu et al. Modern Mathematics Thinking Methods, Guizhou People's Publishing House, 1997 edition.

Yang Qingyu, Editor-in-Chief: Mathematics Curriculum and Teaching in Primary Schools, Shanghai Science and Technology Education Press, 2003.

Ministry of Education of People's Republic of China (PRC): Mathematics Curriculum Standards for Full-time Compulsory Education (Experiment), Beijing Normal University Press, 200 1 Edition.

Editor-in-Chief Liu: Mathematics Teaching and Research in Primary Schools. People's Education Press, 2003.

Yang Qingyu: Clinical Case Analysis of Mathematics Teaching in Primary Schools, Shanghai Audio-visual Education Press, 2003.

D.A. grouse: Handbook of Mathematics Teaching and Learning Research, Shanghai Education Press, 1999.

Kong Qiping, Editor-in-Chief: Theories and Methods of Mathematics Teaching in Primary Schools, East China Normal University Press, 2002.

Ma et al., Evaluation of Mathematics Education, Higher Education Press, 2003.

Shao Ruizhen, ed.: Educational Psychology, Shanghai Education Press, 1997.

Dai zaiping, editor-in-chief Theory of mathematical exercises, Shanghai Education Press, 1996.

Zhou, editor-in-chief: On Mathematics Teaching in Primary Schools, Renmin University of China Press, 1999.

Zhang Hua, editor-in-chief: Curriculum and Teaching Theory, Shanghai Education Press, 2000.

Ma, ed. Evaluation of Mathematics Education, Higher Education Press, 2003.

Chen Xiangming: Qualitative Research Methods and Social Science Research, Education Science Press, 2000.

Friedenthal, Re-exploration of Mathematics Education, Shanghai Education Press, 1999.

Robert Jeffrey Sternberg et al. Thinking Teaching, China Light Industry Press, 200 1 edition.

Zhang Hua: Curriculum and Teaching Theory, Shanghai Education Press, 2000.

Modern Educational Technology, edited by Gao Liming, Central Radio and TV University Press, 1997 edition.

Post-modern Curriculum Outlook, Education Science Press, 2000.

Editor-in-Chief Qiu Xuehua: Try to learn successfully —— Try to teach experimental research for 20 years. Beijing: Education Science Press, 2002.

Zhang chunxing Educational psychology. Hangzhou: Zhejiang Education Press, 1998.

Freudenthal [Netherlands]. Re-exploration of mathematics education. Shanghai: Shanghai Education Press, 1992

[Netherlands] Friedenthal, Chen Changping et al. Compilation: Mathematics as an educational task. Shanghai: Shanghai Education Press, 1995

Gu Mingyuan, Meng Fanhua. New concept of international education. Haikou: Hainan Publishing House, 200 1.

(2) magazine:

Mathematical bulletin

Mathematics education

Curriculum, teaching materials and methods