Since 265438+the 20th century, the "big spiral" arrangement structure has been widely adopted in the teaching content arrangement of primary school mathematics textbooks in China, that is, the overall arrangement of the teaching content of six grades has adopted a spiral structure, in which each unit has adopted a linear structure. Although this arrangement of unit knowledge with "small steps and high density" emphasizes the continuity and systematicness of every field in mathematics content, it is easy for students to forget because of the long time span, which is not conducive to the systematicness of the overall structure of knowledge.

Mathematical knowledge does not exist independently. Each knowledge point is in an interrelated knowledge system and has its own history and logical structure. Then, according to the structural system of knowledge and students' existing cognitive basis, it is particularly important to carry out teaching as a whole and promote the implementation of students' deep learning.

This paper mainly introduces the essential connotation, theoretical basis and practical strategies of the whole teaching of mathematics in primary schools.

First, the essential connotation of the whole teaching of mathematics in primary schools

Holistic teaching refers to a teaching method which is based on the principle of relevance and wholeness, follows the internal structure of subject knowledge, and seeks the relationship between subject knowledge and learners' psychological structure according to the law and present situation of students' physical and mental development. Holistic teaching aims to help students master subject knowledge, improve their subject ability and quality, pursue the integrity and growth of knowledge acquired by students, and provide a basis for meaningful learning.

The whole teaching of primary school mathematics refers to integrating the systematic structure of mathematics knowledge, the psychological characteristics of primary school students and the existing cognitive basis, so as to highlight the relevance and integrity of teaching. This holistic teaching activity not only helps primary school students grasp the essence of mathematical knowledge as a whole and form a perfect mathematical cognitive structure, but also helps students acquire mathematical ideas, improve their mathematical ability and develop their mathematical literacy.

Second, the theoretical basis of the overall teaching of primary mathematics

1. structural curriculum theory. Jerome S. Bruner, a famous American educational psychologist, pointed out in his book "Educational Process" that "the course of a subject should depend on the most basic understanding of the basic principles, which can make the subject have a structure. It is not economical to teach professional topics or skills without clarifying their background in a broader basic knowledge structure. " Bruner believes that students' mastery of the basic structure of subject courses is not only conducive to the understanding and mastery of old and new knowledge, but also conducive to subsequent learning.

According to the structural curriculum theory, in the selection and arrangement of primary school mathematics teaching content, it is necessary to clarify the core knowledge in the primary school mathematics knowledge system and the vertical and horizontal relationship between knowledge points. In teaching, we should reflect the natural relationship between the structure of mathematical knowledge itself and students' cognitive structure.

2. Meaning learning theory. American psychologist D.P. Ausubel pointed out in Educational Psychology-Cognitive Viewpoint that the condition of meaningful learning is that "(1) learners show meaningful learning intention; (2) The materials to be studied are of potential significance to learners. " The condition (1) means that there are new learning materials.