Mathematics activity class is an indispensable part of primary school mathematics curriculum system, which is based on the needs of social development and takes improving students' mathematics quality as the core. It is based on students' development, taking into account the requirements of knowledge base of mathematics, giving full play to students' personality and emphasizing students' personality development. Through mathematical activities, we can gain direct experience, broaden our horizons, increase our talents, cultivate students' interest and expertise in mathematics, and cultivate their thinking quality.

However, for a long time, the primary school mathematics curriculum is basically a disciplinary curriculum, which gives people the illusion that only the mathematics curriculum is the most scientific trend. Many teachers are at a loss about math activity classes, and there are "blind spots" in their understanding, and there are many thorny problems in practice. For this reason, we chose the subject of "the implementation of mathematics activity classes in primary schools", trying to improve students' quality through continuous practice and exploration.

Second, the basic content of the study

The research group divided the content of primary school 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 disciplines; 5. Mathematics in intellectual activities.

When determining the content of primary school mathematics activity class, the research group not only considers knowledge, science, education and acceptability around the goal, but also pays attention to the following three "properties":

1, fun. Pupils are curious, active, curious and eager for knowledge. According to the psychological characteristics of primary school students, the theme of the activity should be as novel, strange and interesting as possible for students to like. In the process of activities, we should achieve "five": (1) gamification of activity forms; (2) enumerate examples to live; (3) solving difficult stories; (4) The calculation of numbers is wonderful; 5. Introduce the legend of the characters. For example, a math activity class with the theme of "sugar-turning game" and "one dollar touching the ball" is designed according to street phenomena. Based on life, starting with simulating sugar-turning and touching the ball, students are guided to reveal the secrets with math knowledge, and they understand that these are all scams, so that students not only learn and apply math knowledge, but also get a profound education.

2. think. Thinking is the core of intelligence. The development of mathematical activities must enable students to understand a truth, realize an idea and master a method through activities, thus developing students' thinking ability. For example, in the fifth grade math activity class of "Measurement Knowledge", the teacher inspires students how to measure the thickness of a piece of paper more accurately and simply with ordinary measuring tools. The circumference of the hula hoop and the length of a bundle of tangled metal wires. Through practical activities and thinking activities, the students summed up the method of "gathering less for more, turning music into straightness, and changing length into weight". After class, the students said happily, "We are much smarter at once!"

3. practicality. In the knowledge teaching of subject courses, primary school students often feel that mathematics knowledge is abstract and boring to learn. Mathematics activity class focuses on guiding students to solve practical problems by using the mathematical knowledge they have learned, and improving their enthusiasm of integrating theory with practice. This kind of activity should reflect the needs of reality as much as possible, and make it an attempt or simulation to apply the learned mathematical knowledge in daily life. For example, in math activity class, teachers lead students out of school and organize "small traffic police" activities, which not only help the traffic in busy areas, but also count the traffic of motor vehicles and non-motor vehicles, and make statistical charts when returning to school, so that children's intelligence and comprehensive ability can be brought into play, and at the same time, children can further realize that learning is life and life is learning.

Third, the main results of the research

1 stimulates students' interest in learning and improves their comprehensive ability to solve practical problems with knowledge.

2. The basic methods of developing mathematics activities have been initially formed, and the first-hand information of offering activity courses has been mastered, which provides experience for the school to fully implement activity courses and carry out standardized management.

Through research, the research group summed up the basic methods of developing mathematical activities, which can be summarized as two points: when designing the content and form of activities, the age "characteristics" of primary school students, students' life experience and knowledge base should be taken as the "support points" of the activities; In the activities organized around the three words, we should highlight the word "dynamic", run through the word "interesting" and embody the word "able", so that students can learn while playing and learn while playing; Stimulate learning with interest, explore from interest, make boring knowledge interesting and book knowledge practical, thus deepening and broadening students' knowledge.

3. The exploration of the teaching process of mathematics activity class has opened the way for the classroom teaching reform of subject courses.

After several years' practice, a set of relatively mature activity class teaching process with teachers as the leading factor and students as the main body has basically formed.

This "process" of students' autonomous learning under the guidance of teachers conforms to the constructivist learning theory and lifelong learning theory, in order to cultivate high-quality talents with "innovative consciousness, innovative spirit and innovative ability" to meet the needs of the future knowledge economy society.

4. Teachers' educational concepts are gradually updated, the teaching level is improved, and the teaching effect is obviously improved.

Fourth, the discussion of the problem

There are many problems in primary school mathematics activity curriculum, such as:

1, lacking complete and scientific teaching content sequence;

2. Lack of effective evaluation of activity courses.