Characteristics of New Curriculum Standards for Primary Mathematics
Sense of number is an attitude and consciousness to solve and use numbers in geography actively, consciously or automatically, that is, we can observe reality from a mathematical point of view, study reality with mathematical thinking and solve practical problems with mathematical methods.
The sense of numbers is mainly manifested in understanding the meaning of numbers, expressing numbers in various ways, mastering the relative size relationship of numbers in specific situations, expressing and exchanging information with numbers, choosing appropriate problem-solving algorithms, estimating the operation results and explaining the rationality of the results.
To cultivate and develop students' sense of numbers, we should pay attention to the following two aspects: one is to guide students to contact specific and interesting things around them, and the other is to pay attention to solving practical problems.
The sense of symbol is people's understanding of the meaning and function of symbols, as well as their consciousness and habit of actively using symbols.
The sense of symbol is mainly manifested in the ability to abstract quantitative relations and changing laws from specific situations and express them with symbols. Understand the quantitative relationship and changing law represented by symbols. Will be converted between symbols. Can choose appropriate programs and methods to solve the problem of symbol representation.
The development of students' sense of symbols can be carried out from two aspects at the same time: one is to teach students some mathematical symbols in time in combination with mathematical content, and the other is to encourage students to use their own unique symbols creatively.
The concept of space is manifested in the understanding and grasp of the shape, size, position, change and relationship of objects in the real world. The concept of space is mainly manifested in that geometric figures can be imagined from the shape of an object, and the shape of an object can be imagined from the geometric figures, and the geometric body and its three views can be transformed from the unfolded diagram.
Can make three-dimensional models or draw graphics according to conditions; It can separate basic graphics from more complex graphics, analyze basic elements and their relationships, describe the movement and change of physical or geometric graphics, describe the positional relationship between objects in an appropriate way, describe problems visually with graphics, and think about problems intuitively.
In practical teaching, we should put the development of students' spatial concept into practice and increase their practical opportunities.
Data analysis means that in real life, there are many problems to be investigated first, and data should be collected and judged through analysis. The information contained in the data can be understood, and there are many analysis methods for the same data. It is necessary to choose the appropriate method according to the background of the problem and experience randomness through data analysis.
On the one hand, for the same thing, the data received each time may be different. On the other hand, as long as there is enough data, we can find patterns from it. Therefore, data analysis is the core of statistics, and the concept of data analysis is people's experience and understanding of data statistics activities, and is the consciousness of consciously applying statistical methods to solve problems.
The concept of data analysis is mainly manifested in the ability to think about problems related to data information from a statistical point of view, to make reasonable decisions through the process of collecting, describing and analyzing data, to recognize the role of statistics in decision-making, and to reasonably question the source of data, the methods of processing data and the results obtained therefrom.
One of the ways to develop the concept of data analysis of primary school students is to organize students to experience the whole process of statistical activities, and the other is to cultivate students' awareness of obtaining information from newspapers, magazines, television and other media, reading statistical charts and communicating with their peers.
Application consciousness is to comprehensively use existing knowledge and experience, and solve challenging and comprehensive problems closely related to life experience through independent exploration and cooperation and exchange.
The application consciousness is mainly manifested in realizing that there is a lot of mathematical information in real life and that mathematics has a wide range of applications in the real world. In the face of practical problems, we can actively try to use the knowledge and methods we have learned to seek strategies to solve problems from the perspective of mathematics. In the face of new mathematical knowledge, we can actively seek its practical background and explore its application value.
To cultivate students' application consciousness, we should pay attention to the following points: first, guide students to choose good topics; Second, define the activity objectives; Third, emphasize the requirements of autonomy and communication; Fourth, summarize and evaluate.
Reasonable reasoning is based on the existing knowledge and experience, in a certain situation and process, to deduce the conclusion of possibility. Inductive reasoning, analogical reasoning and statistical reasoning are the main forms of rational reasoning.
Reasoning ability is mainly manifested in obtaining mathematical guesses through observation, experiment, induction and analogy. And further proof, proof or counterexamples, can clearly and methodically express their own thinking process, well-founded, and can use mathematical language to discuss and question logically in the process of communicating with others.
To cultivate pupils' reasoning ability, we should do the following two things: first, cultivate students' reasoning ability in daily mathematics teaching; Secondly, the cultivation of reasoning ability is carried out in the four content areas of the Standard.