Implementation Plan of Primary School Mathematics Project 1 I, Purpose and Significance
1. It is the need of students' quality development to carry out research on small mathematics topics. ? Different people get different development in mathematics? , which is one of the basic concepts put forward in this course. Through the research of mathematics small topics, students' interest in learning is stimulated, their practical ability is cultivated, and the comprehensive quality of some spare students is obviously improved.
2. Through the research of mathematics small topics, a group of outstanding students are gradually formed in the middle and high grades. These students should be able to set an example for all students in mathematics learning and ability development, thus providing important support for the construction of mathematics discipline.
3. It is the need of mathematics teaching reform to carry out the research on mathematics small topics. Carrying out the research on mathematics small topics is an important aspect for teachers to broaden their teaching horizons, enrich teaching contents and reform teaching forms, and it is also an important way to extend mathematics learning from in-class to out-of-class
Second, the overall requirements
In the middle school, writing mathematical discoveries and experiences is the main task, so how to grasp it? Concrete image thinking gradually turns to abstract thinking? In the transitional period, training should reflect the divergence of thinking and the diversity of problem-solving strategies; Senior students mainly write mathematical experiments and surveys to guide them to apply what they have learned, solve problems in real life and feel the role and charm of mathematical thinking methods.
Third, the main work
1, Teaching Discovery and Re-creation in Mathematics Learning Guidance. In math classroom teaching and math interest groups or classes, we should guide students to actively dare to think and be good at discovering, especially encourage students to think independently and express different opinions.
2. In mathematics teaching, we should embody the evaluation idea that method is more important than knowledge, process is more important than conclusion, thinking is more important than memory, and long-term evaluation is more important than instant evaluation. In particular, we should pay attention to the generalization and refinement of mathematical thinking methods and gradually form mathematical ability.
3. Guide some students in the interest group to carry out some investigation activities, such as a series of research on thrift, environment, transportation, sports, economy and practice. , and then use mathematical methods to analyze, write a small survey, a small report.
4. Instruct students to read Math Newspaper for Primary School Students, Times Learning Newspaper, Math World and other math newspapers and periodicals, instruct students to write mathematical discoveries or experiments or investigations, and actively contribute to students' newspapers and periodicals.
5. At an appropriate time, publish some special issues in the Journal of Mathematics for Primary School Students to cultivate students' interest in learning mathematics and make them feel successful.
Implementation scheme of primary school mathematics project 2 I. Research background of the project
Calculation is an important part of primary school mathematics, which runs through the whole process of primary school mathematics teaching. Whether it is the formation of mathematical concepts, the acquisition of mathematical conclusions or the solution of mathematical problems, it depends on the participation of computing activities. The level of computing ability plays an extremely important role in learning mathematics knowledge well.
In practical teaching, pupils often make mistakes in calculation. As a teacher, you can't treat all the students' calculation mistakes as? Carelessness led to disaster? If we can systematically study it from the aspects of knowledge and psychology, and put forward more targeted and effective correction strategies, it will be more helpful to improve the computing ability of primary school students and the computing teaching of teachers.
Second, the research purpose of this topic.
This paper analyzes the types and causes of primary school students' calculation errors, looks for strategies to reduce primary school students' calculation errors, and tests them in practice teaching to verify the feasibility of the strategies. So as to improve students' computing ability and accuracy, and lay a foundation for students to learn mathematics knowledge smoothly and develop continuously. Moreover, by using the strategies obtained from the research, teachers can avoid detours in future classroom teaching and give full play to the practical guiding role of the research results.
Third, the research process of the subject
The topic is: the types, causes and error correction strategies of primary school students' calculation errors. Since the beginning of the project, this math group has carried out the research of this project purposefully, planned and step by step according to the actual teaching situation and experimental scheme of the school, and has mainly done the following work:
The first stage: preparation stage
1. Organize discussion between teachers and students to understand the problems teachers encounter in computing teaching and their own understanding.
2. Hold a math group meeting, start the project and deploy tasks.
The second stage: the concrete implementation stage
1, taking the class as the unit, collecting the calculation errors of students in different classes.
2. Record typical wrong questions with the teacher as the unit.
3. Take the grade as the unit, the math teachers in the same grade analyze the causes of typical calculation errors.
(1) The teacher initially analyzed the causes of the errors.
② Communicate with related students in the form of interview.
(3) Summarize and analyze, and write the reason analysis report.
4. Taking grades as a unit, the math teachers in the same grade put forward the corrective strategies.
(1) Pre-test, and count the error rate of this type of topic.
(2) According to the cause analysis report, put forward corrective strategies and adjust teaching methods.
③ Post-test and comparison before and after test.
(4) Summarize, analyze and write the corrective strategy report.
The third stage: sorting and induction stage
5, the whole group discussion, summarize the research results.
(1) Report on the research results of each grade, longitudinal study.
(2) Make a horizontal research on the wrong questions caused by the same reason during the whole study period.
③ Filing.
Fourth, research results.
Through the longitudinal study of typical wrong questions in each grade, the typical mistakes of students in each grade are found. By analyzing the causes of errors, the corresponding correction strategies are put forward, and the effectiveness and feasibility of the strategies are verified by pre-and post-test experiments.
A horizontal study of the same type of wrong questions in the whole grade, combined with psychological cognitive analysis, focuses on the calculation errors caused by strong component interference, which not only improves teachers' cognition of students' psychological development level, but also plays a guiding role in calculation teaching.
Implementation scheme of primary school mathematics project 3 I. Research background of the project
Calculation is an important part of primary school mathematics, which runs through the whole process of primary school mathematics teaching. Whether it is the formation of mathematical concepts, the acquisition of mathematical conclusions or the solution of mathematical problems, it depends on the participation of computing activities. The level of computing ability plays an extremely important role in learning mathematics knowledge well.
In practical teaching, pupils often make mistakes in calculation. As a teacher, you can't treat all the students' calculation mistakes as? Carelessness led to disaster? If we can systematically study it from the aspects of knowledge and psychology, and put forward more targeted and effective correction strategies, it will be more helpful to improve the computing ability of primary school students and the computing teaching of teachers.
Second, the research purpose of this topic.
This paper analyzes the types and causes of primary school students' calculation errors, looks for strategies to reduce primary school students' calculation errors, and tests them in practice teaching to verify the feasibility of the strategies. So as to improve students' computing ability and accuracy, and lay a foundation for students to learn mathematics knowledge smoothly and develop continuously. Moreover, by using the strategies obtained from the research, teachers can avoid detours in future classroom teaching and give full play to the practical guiding role of the research results.
Third, the research process of the subject
The topic is: the types, causes and correction strategies of primary school students' calculation errors. Since the beginning of the project, this math group has carried out the research of this project purposefully, planned and step by step according to the actual teaching situation and experimental scheme of the school, and has mainly done the following work:
The first stage: preparation stage
1. Organize discussion between teachers and students to understand the problems teachers encounter in computing teaching and their own understanding.
2. Hold a math group meeting, start the project and deploy tasks.
The second stage: the concrete implementation stage
1, taking the class as the unit, collecting the calculation errors of students in different classes.
2. Record typical wrong questions with the teacher as the unit.
3. Take the grade as the unit, the math teachers in the same grade analyze the causes of typical calculation errors.
(1) The teacher initially analyzed the causes of the errors.
② Communicate with related students in the form of interview.
(3) Summarize and analyze, and write the reason analysis report.
4. Taking grades as a unit, the math teachers in the same grade put forward the corrective strategies.
(1) Pre-test, and count the error rate of this type of topic.
(2) According to the cause analysis report, put forward corrective strategies and adjust teaching methods.
③ Post-test and comparison before and after test.
(4) Summarize, analyze and write the corrective strategy report.
The third stage: sorting and induction stage
5, the whole group discussion, summarize the research results.
(1) Report on the research results of each grade, longitudinal study.
(2) Make a horizontal research on the wrong questions caused by the same reason during the whole study period.
③ Filing.
Fourth, research results.
Through the longitudinal study of typical wrong questions in each grade, the typical mistakes of students in each grade are found. By analyzing the causes of errors, the corresponding correction strategies are put forward, and the effectiveness and feasibility of the strategies are verified by pre-and post-test experiments.