Both the new curriculum standards and the arrangement of new textbooks for primary school mathematics point out that primary school students can't learn mathematics without concrete hands-on activities, and hands-on operation is one of the most effective ways to develop students' thinking and cultivate their mathematical ability. Piaget, a famous psychologist, said: "Children's thinking begins with action. If the connection between action and thinking is cut off, thinking will not develop. " Therefore, in primary school mathematics teaching, teachers should strengthen students' practical ability, let students perceive in practice, give full play to students' potential, let students solve problems through their own exploration and discovery, acquire knowledge and cultivate students' mathematical ability. Hands-on practice is a means of mathematics learning, aiming at better promoting students' understanding of mathematics. As a supplement to traditional teaching forms, hands-on practice has been widely used in classroom teaching by front-line teachers. And students also have certain operational ability. However, in practical application, most teachers just stay on the surface, and students just do what the teacher asks. It is just a formality, but it is difficult to achieve real results. The main problems are as follows: 1. In order to ensure that the practical activities can be completed within the teaching time, the teacher designed a strict operation process. In fact, students' operation is based on teachers' thinking, but they can't really play their initiative and creativity. 2. The form of practical activities is relatively simple, mainly used in geometry and graphics, and other parts rarely understand and solve problems through hands-on practice. 3, the operation content is boring, which can't stimulate students' interest in operation. In this way, seemingly lively practical activity classes often go up and down, but students learn very little really useful things. In addition, junior high school mathematics learning requires students to explore independently, which also puts forward higher requirements for primary school mathematics teaching. Based on the above reasons, I decided to study the effectiveness of hands-on practice in sixth grade mathematics teaching, trying to create an environment for students to explore and think through my exploration with students, so that each student can learn mathematics, understand knowledge, master methods and learn to think in operation activities, and let students' practical activities really play a role.

Definition and explanation of topic names

1, hands-on practice

"Hands-on practice" is one of the important contents of mathematics teaching, including all the operation activities carried out by students themselves in the process of understanding mathematical knowledge and establishing mathematical concepts, generally referring to making learning tools, sensing experience, measuring objects, drawing statistical charts, designing games and so on.

2. Effectiveness

"Effectiveness" means that teachers and students, under the guidance of the national mathematics curriculum standards, pursue the maximum teaching effect with as little time, energy and material resources as possible, so as to achieve specific teaching goals, meet the educational value needs of society and individuals, and achieve the educational goal of promoting students' all-round and harmonious development.

Steps and methods of subject research

The plan will be implemented in three stages within one year:

(1) Project preparation stage (September 20 14)

1. Make research plans, collect data and documents, and learn to accumulate knowledge.

2. Select the experimental class and investigate the students in the experimental class.

3, formulate detailed rules for implementation, the formation of the opening report.

(2) Project implementation stage (20 14,10-2015, May)

1, based on teaching materials, collect data, carefully design activity plans, earnestly carry out practical activities, record and reflect in time, form written materials, exchange and summarize test results, and analyze them.

2. Invite the same group of teachers to observe, comment and analyze the classroom teaching process, form typical cases, and accumulate experimental materials and experience.

3. Collect and sort out the materials in the experiment, analyze the problems existing in the experiment, and form an interim research report.

(III) Project summary stage (2065438+June 2005)

1. On the basis of material analysis, summarize the teaching experience and complete the experimental report.

2, self-evaluation, complete the report.

Expectations and statements of project results

Through this research, students' practical activities are really effective and feasible. And form the final report of "Research on the Effectiveness of Practical Practice of Mathematics Teaching in the Sixth Grade of Primary School" and a box of small topics "portfolio", as well as the generated small papers, short essays, teaching design and so on.