Text resources-such as textbooks, teachers' books, teaching and learning AIDS, teaching wall charts, etc. ;
Information technology resources-such as network, mathematical software, multimedia CD-ROM, etc. ;
Social education resources-such as education and subject experts, libraries, children's palaces, museums, newspapers and magazines, TV broadcasts, etc. ;
Environment and tools-such as mathematical information in daily life environment, operating learning tools or teaching AIDS, mathematics laboratories, etc.
Generative resources-such as questions raised in teaching activities, students' works, problems in students' learning process, classroom records, etc.
Proper use of mathematics curriculum resources in the process of mathematics teaching will greatly improve the level of students' mathematics activities and the quality of teachers' teaching activities. Textbook writers, teaching researchers, teachers and related personnel should consciously and purposefully develop and utilize various curriculum resources according to this standard.
(A) Text resources
For the development of textbooks and teachers' books, please refer to "Suggestions on Textbook Compilation".
The main purpose of students' learning guidance books is to better stimulate students' interest and motivation in learning mathematics, help students understand what they have learned, consolidate relevant skills, broaden their horizons in mathematics, and then meet their individual needs in learning mathematics. The development of such books can not only focus on problem-solving activities and skill training, but simply serve the exam. More importantly, we should also develop various kinds and forms of popular mathematics reading materials so that students can have enough opportunities to read, understand and appreciate mathematics in the compulsory education stage.
Teachers' auxiliary books for teaching are mainly for deepening teachers' understanding of teaching contents, strengthening teachers' understanding of students' learning process and improving teachers' ability to adopt effective teaching methods. Therefore, when compiling teaching AIDS, it is advocated to discuss the problems in the process of mathematics teaching, give sufficient teaching examples, and pay attention to the organic combination of mathematics education theory and teaching practice, so as to make it an effective reading material to improve teachers' professional level.
(2) Information technology resources
Information technology can provide and display all kinds of materials to students, including words, sounds, images and so on. And can be flexibly selected and presented; Can create and simulate a variety of situations that are suitable for the teaching content; It can provide an important tool for students to engage in mathematical inquiry; It allows people thousands of miles apart to communicate face to face. Information technology is one of the important ways to fundamentally change the way of mathematics learning, and it must be fully applied.
The development and utilization of information technology resources need to pay attention to three aspects:
One is to use information technology as an auxiliary tool for teachers to engage in mathematics teaching practice and research. Therefore, teachers can find information through the network, download valuable examples and courseware, and make improvements to make them suitable for their own classroom teaching. Audio-visual materials can be developed as needed to build a lively teaching situation; You can also design and make related computer software and teaching courseware for classroom teaching activities.
Secondly, information technology is regarded as an auxiliary tool for students to engage in mathematics learning activities. Therefore, students can be guided to actively and effectively use calculators and computers in mathematics learning activities. For example, in inquiry activities, complex data and graphics are processed with the help of calculators (computers) to find out the mathematical laws that exist in them; Using effective mathematical software to draw graphics and present the intuitive background of abstract objects, so as to deepen the understanding of related mathematical content; Search the information needed to solve the problem through the network, and help yourself form the basic strategies and methods to solve the problem.
Thirdly, using calculator and other technologies as auxiliary tools to evaluate students' mathematics learning. Therefore, we should actively study the evaluation methods and tools based on the calculator environment, such as which questions or evaluation tasks are suitable for use in the calculator environment and which are not, and so on.
(C) Social education resources
In mathematics teaching activities, we should actively develop and utilize social education resources. For example, invite relevant experts to introduce the application of mathematics in the development of nature, science and technology, social life and other disciplines to help students appreciate the value of mathematics; Invite teaching experts and teachers to carry out teaching research together to promote teachers' professional growth.
Schools should make full use of libraries, children's palaces, museums and science and technology museums to find suitable learning materials, such as natural phenomena, engineering technology, historical events, social problems, the history of mathematics, stories of mathematicians and other related subjects, so as to broaden students' horizons and enrich teachers' teaching resources.
Newspapers, magazines, TV broadcasts, internet and other media often provide us with many meaningful topics that are close to the times and life. Teachers should fully explore the materials suitable for students' study, introduce the columns related to mathematics to students, and organize students to exchange some contents, so as to enhance students' interest in learning mathematics and improve their ability to solve problems by using mathematics.
(4) Environment and tools
Teachers should make full use of the information related to mathematics in daily life environment and develop it into teaching resources. Teachers should strive to develop and make simple and practical teaching AIDS and learning tools, and schools with conditions can set up "mathematics laboratories" for students to use, so as to broaden students' learning fields, cultivate students' practical ability, develop students' personality and innovative spirit, and promote different students' different development in mathematics.
(5) generative resources
Generative resources are dynamically generated in the teaching process, such as new situations, new problems, new ideas, new methods and new achievements generated in the process of teacher-student interaction and student-student communication. Rational use of generative resources is conducive to improving the effectiveness of teaching.