First of all, we should fundamentally change the teaching concept of modern mathematics teachers.
(a) Everyone learns valuable mathematics.
"Everyone learns valuable mathematics" means that mathematics, as an educational content, should adapt to students' understanding and mastery within a limited learning time, so as to meet the needs of students' future social life, broaden their horizons, enlighten their thinking and develop their intelligence. "Valuable" requires teachers to choose mathematics that is useful for students' further study within a limited study time, and it is also useful for students to engage in any career in the future. This kind of mathematics learning can greatly enrich students' real life and make them feel the inner charm of mathematics learning.
(2) Everyone can get the necessary mathematics.
"Everyone can get the necessary mathematics" means that every student can master valuable mathematics learning content. It is mathematics that every child with normal intelligence can master under the guidance of teachers and their own efforts in areas where compulsory education is universal.
(3) Different people get different development in mathematics.
Because everyone has his own life accumulation and knowledge experience, everyone thinks and reflects on objective things differently. Therefore, mathematics curriculum should not only ensure students to receive education together, but also give students more opportunities to get in touch with mathematics, understand mathematics and even study mathematics, so as to meet each student's mathematics needs to the greatest extent. While facing all students, it provides students with special talents and hobbies with broader activity space and more development opportunities.
Second, we should constantly improve the scientific and cultural literacy of primary school mathematics teachers.
(A) professional knowledge of mathematics
This is the core part of the knowledge structure of mathematics teachers. Only teachers with rich professional knowledge can correctly understand the content and structure of primary school mathematics textbooks, be familiar with the situation of textbooks in all grades, and better grasp the exact meaning of concepts, properties, laws, rules, formulas and quantitative relations in primary school mathematics. Only by mastering this knowledge can primary school mathematics teachers deeply analyze the system of primary school mathematics textbooks, accurately grasp the structural system of mathematics knowledge and lay a solid foundation for mathematics teaching.
(B) the basic theory of education
This is an important part of teachers' professional scientific knowledge, and it is also the theoretical knowledge that teachers must have in teaching. The comprehensive implementation of quality education in schools requires teachers to establish correct views on education, teaching, students and values. The correct concept comes from the correct theory, which guides teachers' education and teaching practice. Teachers should study pedagogy and educational psychology, and improve the cultivation of educational theory.
(3) Basic knowledge of education and scientific research
Educational scientific research is a cognitive activity that uses scientific methods and means to explore, discover and master the laws of education and teaching purposefully and in a planned way, and it is a process of exploring the unknown on the basis of the known. In order to carry out educational research activities correctly, teachers must have relevant basic knowledge, such as how to determine educational research topics, how to choose methods and means of research and demonstration, and qualitative and quantitative analysis of research results. Teachers should focus on teaching basic knowledge such as educational research methods, educational statistical methods, educational measurement and educational evaluation.
(4) knowledge of related disciplines.
Primary school mathematics teachers should not only have professional knowledge of mathematics and basic educational theory, but also have other knowledge closely related to mathematics discipline and daily life. He not only has expertise in mathematics, but also dabbles in other fields, including social science, natural science, common sense of social life and emerging disciplines.
Third, continuously improve the professional ability of primary school mathematics teachers.
(A comprehensive and in-depth understanding of students' ability
Only when teachers have a comprehensive and in-depth understanding of students can they carry out their work with a clear aim. To achieve results in education, we must understand and study students. Teachers should have keen and meticulous observation ability. On various occasions, teachers should be able to understand the inner world of students through their expressions, movements, gestures, languages and other external manifestations, so as to enlighten and educate them in a targeted manner. A comprehensive and in-depth understanding of students is the premise and key to improve students' quality in an all-round way, and it is also the basic ability in the structure of teachers' professional ability. In the process of understanding students, teachers should observe and analyze with dialectical, objective and developing eyes, overcome one-sidedness and subjectivity and persevere.
(B) the ability to carry out ideological and moral education
Mathematics teachers in primary schools should make teaching choices according to the characteristics of mathematics subject, combined with students' age characteristics and acceptance ability, and carry out ideological and moral education for students. In teaching, we can stimulate students' interest in learning mathematics by expounding the wide application of mathematics in daily life and production construction, and continue to carry out learning purpose education; We can use some vivid and easy-to-read mathematical materials to educate students on their love of science and the motherland. Students can receive the enlightenment education of materialist dialectics through the teaching of concepts such as addition, subtraction, multiplication and division, product and quotient. In teaching, we should also pay attention to cultivating students' serious, strict and diligent learning attitude, the spirit of independent thinking and overcoming difficulties, and the study habits of careful calculation, neat handwriting and conscious inspection.
(C) classroom teaching ability
Primary school mathematics teachers complete the education and teaching tasks through classroom teaching. Effective classroom teaching depends on teachers' superb classroom teaching ability, which comes from teachers' comprehensive quality. Therefore, classroom teaching is the concentrated expression of teachers' professional ethics, cultural and scientific knowledge, professional ability, psychological quality and teaching art. In actual classroom teaching, some classrooms are lively, colorful and fascinating, while others are boring, listless and boring. The reason is not only related to the design of teaching plans, but also related to teachers' teaching literacy and teaching level.
(D) Teaching and research ability
In the process of teaching, it is impossible to face the whole and give consideration to the individual, unify the requirements of teaching students in accordance with their aptitude and evaluate the teaching quality. In addition to completing the daily education and teaching work, teachers should also combine their own teaching practice, choose topics and actively participate in school-based teaching and research activities, and finally be able to write their own teaching experience summary or educational science research report to guide practice and play a role in deepening classroom teaching reform and promoting the implementation of quality education.
Mathematics is not only a practical technology, but also a way of thinking with rich cultural connotations. The content of mathematics is not only the mechanical operation of addition, subtraction, multiplication and division, but also can broaden students' horizons. Mathematics gathers all kinds of knowledge of the past, present and future for students to learn and share the cultural and spiritual wealth of mankind. Teachers are disseminators of culture, so they should pay attention to correctly understanding their own mission, improve their own quality, and strive to be ambassadors of culture.