Abstract: School-based teaching and research is not only an important driving force to promote teachers' professional development, but also a key factor to improve the quality of education and teaching. With the development and deepening of the new curriculum reform, school-based teaching and research plays an increasingly prominent role in primary school mathematics teaching. However, at present, there is a formalistic tendency in school-based teaching and research activities of mathematics in primary schools, and the teaching and research activities lack purpose and practicality, which leads to the failure to achieve the ultimate goal of promoting the development of teachers and students and improving mathematics literacy. Based on the importance of school-based teaching and research activities in primary school mathematics, this paper explores effective strategies to innovate school-based teaching and research activities in primary school mathematics and promote teachers' professional development from three aspects: participating in learning activities, innovating teaching and research models and deepening teaching and research reflection.

Keywords: Professional Development of School-based Teaching and Research Teachers in Primary Mathematics

Mathematics is one of the basic subjects in primary schools. This is very important to ensure the quality of mathematics teachers and improve the effectiveness of mathematics teaching. School-based teaching and research is a research activity with teachers as the main body of teaching and research activities and the main problems in education and teaching as the research object. It is an important way to improve teaching quality and a key factor to promote teachers' professional development and students' learning progress. However, looking at the current school-based teaching and research activities of primary school mathematics, there are some problems, such as backward teaching and research activities mode and teachers' failure to correctly understand the importance of school-based teaching and research activities, which lead to formalism, lack of practicality and pertinence, and the stagnation of teachers' professional development. Therefore, how to innovate school-based teaching and research activities of primary school mathematics and promote teachers' professional development has become an important topic for schools and teachers. Based on many years' teaching experience, the author deeply analyzes how to realize the innovation of school-based teaching and research activities of primary mathematics and the professional development of teachers from the following aspects.

First, the importance of school-based teaching and research activities in primary mathematics

Teaching is the central work of the school, which directly reflects the status and important role of school-based teaching and research. With the development and popularization of new courses and the deepening of the concept of quality education, higher requirements are put forward for teachers' professional quality and classroom teaching quality. Therefore, it is of great and practical significance to carry out school-based teaching and research activities in primary mathematics. First of all, school-based teaching and research in primary school mathematics is the link and bridge to integrate school-based management, school-based training and school-based curriculum, and it is the foundation and starting point of school-based curriculum in primary school mathematics. Secondly, carrying out school-based teaching and research activities of primary school mathematics is the guarantee and key factor to create the characteristic curriculum of primary school mathematics. Through teaching and research activities, we can talk with professionals, teachers, schools and other parties, explore innovative and diversified teaching methods, and then promote the diversified development of students and form the professional characteristics of mathematics courses. Thirdly, carrying out school-based teaching and research activities in primary school mathematics is an inevitable choice for the development of schools and courses in the new period. With the continuous development of the school, the continuous expansion of mathematics courses and the constant change of students' learning needs, the disadvantages of traditional subject teaching research are increasingly prominent. Only carrying out school-based teaching and research can improve the quality of teaching and the common development of teachers.

Second, the innovative strategies of school-based teaching and research in primary school mathematics to promote teachers' professional development

(a) to participate in learning activities to improve their professional level.

Learning is the power and source of teachers' development. Teachers can gain broader knowledge and improve their professional quality through effective study, which is also the cornerstone of school-based teaching and research activities in primary mathematics. Therefore, primary school mathematics teachers should actively participate in various activities organized by the school, including professional training related to school-based teaching and research, and knowledge lectures conducted by professional teaching and research personnel. Through the study of mathematics knowledge and teaching and research content in the activity, teachers can further improve their theoretical level of education and teaching, understand the new curriculum concept more deeply, change their concepts and clarify the importance of school-based teaching and research. Teachers can also seize the opportunity of going out to study organized by the school, update their knowledge reserves and teaching concepts in time, understand the process and direction of primary school mathematics curriculum reform, quickly improve their professional level, and lay the foundation for school-based teaching and research activities in primary school mathematics. For example, schools can organize all math teachers to train, and primary school math teachers can actively participate and learn from experience under the guidance of experienced teaching and research staff. For example, when teaching students mathematical calculation, teachers usually go directly to the subject, which makes students feel oppressed in their study, which is very unfavorable for the operation of students' thinking and the cultivation of mathematical consciousness. In training, teachers learn effective teaching methods from professors of teaching researchers. Take mathematical calculation as an example. First, train teachers to use effective lead-in methods after class. For example, classmates, do you like watching cartoons? The teacher met a problem while watching cartoons yesterday. Once Logger Vick was cutting down a tree, the boss asked him to divide a piece of wood into eight parts on average, and then take out three-eighths and carry it away. Later, he found that there was not enough wood for Logger Vick to transport three-eighths of it. Can you figure out how much wood Logger Vick has shipped? Through this introduction, we can attract students' attention, make students' thinking focus on the teaching content, and then train teachers to create scenes, create a good classroom atmosphere, and make students feel relaxed in their studies. In this way, by involving primary school mathematics teachers in learning activities, teachers' teaching experience is enriched, teachers' teaching skills are enhanced, and teachers' professional level is improved.

(B) innovative teaching and research model to promote the progress of teachers.

To realize the high quality and high efficiency of school-based teaching and research activities, we must improve the traditional school-based teaching and research model and change the curriculum-based teaching and research activities into teacher-based teaching and research activities. Therefore, primary school mathematics teachers should innovate the mode of school-based teaching and research activities through mutual assistance among teachers. Including collective lesson preparation, jointly designing the teaching plan of primary school mathematics curriculum, discussing the main contents of education and teaching, enjoying high-quality teaching resources, realizing brainstorming and exerting cooperative effect; Through attending classes, primary school math teachers can take turns to attend classes, learn from other teachers' efficient teaching methods, find out the problems existing in other teachers' teaching, discuss and solve problems collectively, and improve teaching efficiency and quality. So as to help each other in the innovative teaching and research mode and promote the progress of teachers' professionalism and ability. For example, teachers can create teaching designs together, sum up teaching methods, learn from each other's strengths and make progress together. For example, when teachers teach knowledge points in cognitive areas, they only use inquiry-based teaching methods to let students explore independently. Although this can give full play to students' dominant position in teaching, completely letting students learn independently will make students' knowledge exploration incomplete and not specific, which will lead to the decline of teaching quality. At this time, teachers can update this teaching method and integrate their own teaching ideas into the inquiry teaching method. For example, teachers can first ask inspiring questions for students to explore and guide them in the process of students' exploration. After the inquiry activity is completed, teachers can make a summary, so that students can understand mathematics knowledge quickly and deeply. In this way, teachers can improve the teaching quality and efficiency of primary school mathematics teachers and promote teachers' progress by innovating teaching and research models and improving teaching methods.

(C) deepen reflection on teaching and research, and promote teachers' professional development

Reflection is research, which is the guarantee and core of promoting teachers' professional development. It is also an important part of school-based teaching and research activities of primary school mathematics, and it is the premise and foundation for mathematics teachers to participate in teaching and research activities. Therefore, primary school mathematics teachers should deepen their awareness of self-reflection in basic teaching and research activities, and examine and think about their teaching ideas, teaching behaviors and teaching effects. Teachers should "think twice before acting", reflect before class, design teaching plans before class, and preset possible situations in class; Reflect in class and adjust the teaching direction in time according to students' questions and learning situation; After-class reflection, summarize and review the whole classroom teaching content, whether the main contents of school-based teaching and research have been implemented, and summarize their own shortcomings. Teachers should also summarize and reflect in stages, and discuss and exchange their own curriculum teaching in school-based teaching and research in a month or a semester. Deepen the reflection on teaching and research and promote the professional development of teachers. For example, after the teaching task is completed, teachers should reflect on their teaching methods in time and whether they have achieved the teaching objectives. For example, after teaching decimal multiplication, teachers should check whether students have mastered the correct method of decimal operation and have a correct understanding of the position of decimal point. For example, when teaching 0.5*2.5, the teacher should check whether the students have mastered the position of the decimal point. If they find that students have not mastered it, they should adjust and improve their teaching methods in time. In this way, by deepening the reflection on teaching and scientific research, teachers can find the shortcomings in teaching and improve them, which effectively improves the teaching quality, professional quality and professional development of teachers.

In a word, innovating school-based teaching and research of primary school mathematics is not only the inevitable choice for the development of quality education concept, but also the driving force and source for promoting teachers' professional development. Therefore, primary school mathematics teachers should pay full attention to school-based teaching and research activities, change their own ideas, actively participate in various training activities organized by schools, innovate teaching and research models, deepen teaching and research reflection, make school-based teaching and research activities really effective, improve the efficiency and quality of primary school mathematics teaching, enhance students' mathematics literacy and promote teachers' professional development.

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