First, the new concept of the role of primary school mathematics teachers
1, the deepening of curriculum reform requires teachers to have a brand-new educational concept.
Education not only has economic functions and values such as productivity, but also this value and function should be coordinated with enriching people's spiritual world, improving moral quality, harmony between man and nature and cultivating humanistic spirit. However, some of our original educational methods are incompatible with the development of students' personality psychology and the cultivation of innovative quality. In view of this objective fact, teachers' functions should be changed accordingly, from closed teaching to guiding students to "open learning", and teachers should establish the educational concept of "student development-oriented". Establish a completely equal new teacher-student relationship.
In addition, "double base" is our specialty, but "double base" changes with the times. Although "proficiency in mathematical operation and rigor in logical reasoning" are two basic points of "double basics", induction, conjecture, innovative thinking mode, broad mathematical vision and application of information technology means should be organic components of "new double basics", and primary school mathematics teachers must have a clear understanding of this.
2. The addition of new content in the curriculum requires teachers to have innovative spirit.
In the new curriculum, three modules, namely, "mathematical activities, inquiry into problems and mathematical culture", have been added. The main purpose of adding these contents is to cultivate students' mathematical quality. These contents need to be taught by teachers in a brand-new teaching mode. Therefore, teachers are required to have innovative spirit, be able to admire, pursue and be proud of innovation, and be good at finding and asking questions. We should be good at breaking away from convention and traditional ideas, and have keen insight and rich imagination. Let the thinking be advanced and original. Teachers themselves should have rich basic knowledge and modern information quality, and form a multi-level and diversified knowledge structure; There are broad horizons, good at analyzing comprehensive information, innovative mathematical models, innovative teaching methods, flexible teaching content selection and evaluation criteria with innovative thinking training as the core. He is good at creating "innovative free space", providing students with a broader learning garden and guiding students to improve their learning methods.
3. The proposal of lifelong education requires teachers to have a sustainable personality.
First of all, the proposal of lifelong education requires teachers to take the renewal of their own knowledge as a responsibility and make "lifelong learning" become teachers' conscious behavior.
Secondly, students are in the period of personality shaping and stereotypes, and the value orientation, ideals and beliefs, moral sentiments and aesthetic tastes in social culture will be reflected in the teacher's role culture. And through his "reflection" in the student's personality world, as a math teacher, his personality has a "moisturizing and silent" effect on the formation of the student's personality. This requires primary school mathematics teachers to shape themselves according to social moral principles and norms and realize "superego".
Second, primary school math teachers should update their ideas.
1, the renewal of teachers' ideas
First of all, realize the necessity and importance of curriculum reform. Teachers should get rid of the shackles of old educational concepts. Renew the concept of education and establish a correct view of talents, quality and students. Secondly, teachers should realize their role and position in curriculum reform. I can devote myself to the curriculum reform with full enthusiasm. Thirdly, teachers should realize that the proposal of "Mathematics Quality Education" requires teachers to pay attention to the needs of each student's physical and mental development in teaching. The proposal of "cultivating innovative spirit and practical ability" requires teachers' teaching to promote the development of students' personality. Teachers should really understand: "Everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics." This is the basic idea of mathematics curriculum in the new century. Fourthly, teachers should realize that in the future society, the ability to acquire knowledge is more important than knowledge itself, and the method to acquire information is more critical than information itself. Teachers should give students a library of methods and tools. The teaching mode should be a three-dimensional teaching mode of knowledge, quality and innovation ability.
2. Update teachers' knowledge structure.
Teachers' knowledge structure consists of ontological knowledge, conditional knowledge, practical knowledge and cultural knowledge.
The knowledge structure of the future society should be: information plate structure, dense infrastructure and real linear frontier structure. As socialized people, teachers must update their knowledge to meet the requirements of society.
From the perspective of curriculum reform, the new primary school mathematics curriculum standard will add a lot of new knowledge. Some content teachers have learned, and some content teachers have not learned. In order to adapt to teaching, primary school mathematics teachers should first improve their professional theoretical level through self-study, continuing education or some training courses. Secondly, collect relevant education and teaching materials through newspapers, magazines and information technology. , fully enrich their practical knowledge. The establishment of mathematical culture courses and comprehensive courses requires primary school mathematics teachers to understand the history of mathematics, the educational value of mathematical culture and the application of mathematics in other related disciplines. In other words, math teachers should not only master their own professional knowledge, but also expand their knowledge and have an understanding of interdisciplinary knowledge.
With the development of society, the students we face become more complicated, which requires teachers to keep learning psychology and pedagogy and be able to support their teaching work with new educational theories.
Third, the improvement of teachers' teaching ability.
1, teachers should improve their ability to grasp the new curriculum.
Under the premise of ensuring the teaching of basic knowledge, the training of basic skills and the cultivation of basic ability, the new curriculum standard deletes the content that is of little use and unacceptable to students. At the same time, some new knowledge has been added, which is widely used and accepted by students, laying a foundation for further study. As a primary school math teacher, we must first understand what is subtraction and what is addition. Secondly, we should try our best to understand the new contents and requirements in the new textbook system. Distribution of knowledge points and its different requirements. When teaching, we should grasp the degree of each place, and avoid the knowledge achieved in several times in the textbook being treated at one time because we don't understand the overall arrangement. Pull up in advance. Why and how much new content should be introduced? How to teach can reflect the intention of the new textbook and prevent the scope and difficulty from getting out of control. We should pay full attention to the requirements of application and practicality. Never give up because you have to take an exam. Also analyze the deleted content. Some knowledge points have been deleted, but they may still reflect their ideas.
2. Teachers should improve their ability to use modern educational technology.
With the continuous development of modern educational technology, the application of calculator in the new curriculum standard has been introduced into textbooks, and multimedia computer-aided teaching will enter the classroom. This requires teachers to master computer tools. As a teaching assistant, I can put forward good scripts, use commonly used mathematics teaching software to solve difficult problems in teaching, evaluate the quality of courseware and have the ability to choose good courseware. Have the ability to obtain information and materials needed for teaching on the Internet. In the aspect of assistance, teachers can organize and guide students to participate in mathematics experiments. For example, using animation technology to demonstrate the changing law of geometric figures and create animation situations. Through practical exploration, let students experience the thinking process of mathematics. Teachers should be able to provide rich and colorful educational environment and powerful learning tools for cultivating students' exploration spirit and creative consciousness. Teachers should also be able to guide students to use calculators to perform complex calculations, saving calculation time and improving learning efficiency.
Fourth, reflect the new concept of preparing lessons.
1. Choose realistic and meaningful materials.
Due to the characteristics of the times and the limitations of the social background at that time, the content and requirements of textbook compilation only met the needs of a certain period according to the conditions of students and the different requirements of society for talents in various fields at that time. With the rapid development of society and science and technology, even the best textbooks will fall behind in a few years. Therefore, the arrangement order, preparation questions, examples, presentation methods and examples of some teaching materials in our hands can no longer adapt to our students' study today. This requires us to choose familiar, favorite and interesting things or contents around students as learning materials according to the characteristics of students' physical and mental development without basically changing the arrangement intention of teaching materials. Stimulate students' thirst for knowledge and make them feel that mathematics is close at hand and closely related to real daily life. Only in this way can students be willing to participate in the learning process and be interested in learning mathematics. For example, to change the narrative plot of the example, the summary of the application problem on page 43 of the seventh volume of the compulsory textbook is to summarize the quantitative relationship of "work efficiency × working time = total workload" through the preparation of the problem, and then show the example. This kind of class, from the previous point of view, is beyond reproach, and now logical thinking is also very good. But the children we teach are different. They may not be interested in pumping 420 tons in three hours and how many tons in five hours. I think if it is changed to "The teacher wants to know how many questions 55 people in our class did in one minute last night"? Make up a math problem according to your own situation Students discuss in pairs for a while and answer in the game. Some students said, "I did 20 questions a minute." According to this efficiency, it is estimated that 55 people in the class can do 1 100 questions. " Some said, "I did 30 questions in two minutes. It is estimated that there are 55 people in the class and may do 825 questions. " Let them talk about how it was worked out. Because this question is constructed by students according to their own personal experience, it is much better to master the structure and quantitative relationship of examples than to teach them deliberately. It is easy for students to master the idea of solving this kind of problem.
2. Change the presentation of teaching materials.
Present the teaching content in different ways to meet the diverse learning needs. Educator Mr. Ye Shengtao once said: "Teaching materials can only be used as the basis for teaching. To teach well and benefit students, teachers must be good at using it. " This sentence reveals that the textbook is not a holy book, but only provides the most basic teaching content. When preparing lessons, we should reorganize the teaching content and arrange the best presentation form according to the specific situation and reality of students to reflect the new teaching concept. Because the compilation of teaching materials often shows the order of its occurrence, formation and development with the structure of knowledge. However, the way of thinking of our students in the learning process may not adapt to the presentation order and way in the textbook. When I was teaching the course "The Meaning of Fractions", I changed the presentation of the content of the textbook according to the distance between the students' original knowledge, life experience and the problems to be discussed in this class. Compare the content of the unit "1" expressed by an object, a figure and a unit of measurement with the content of the unit "1" expressed by multiple objects as a whole, and let students use their own materials and actively participate in solving problems with the help of the group. Students experience the process of actively exploring "the meaning of score" in specific practical activities and establish the concept of score. And understand the meaning of the unit "1", so that students can experience and feel the emotional experience of cooperation, communication, success and pleasure in the learning process.
3. Change the way of introducing new courses.
The preview questions in the current textbook are to pave the way for new knowledge learning. Its content is generally old knowledge closely related to the new knowledge in this class, with the aim of making students' thinking quickly enter the realm of new knowledge. However, from the new teaching concept, it just limits students' autonomy and narrows the exploration space. In addition, the examples in the textbook provide the answers and the thinking process. What do you think when the example appears? It not only fetters teachers' thinking, but also stifles students' innovative spirit. As the value orientation of mathematics teaching changes from imparting knowledge to developing personality and talents, the goal of the introduction stage should also change from preparing for knowledge learning to emotional induction. From focusing on knowledge and skills to focusing on development areas. Therefore, strengthen the function of scene creation, make students realize that the mathematics they have learned today is around them, and form a desire to explore.
Is the direction of the import phase. When preparing lessons, we should not only pay attention to the introduction methods of new lessons, but also pay attention to students' emotional attitudes. According to different teaching contents, create learning situations that are closely related to students' living environment and knowledge background and are of interest to students. Although the content of mathematics is abstract, most of them can find prototypes suitable for primary school students in life. For example, "proportional teaching" can take students outdoors in sunny days, and measure the height of trees, flagpoles and surrounding objects with the relationship between pole height and shadow length. When teaching "proportion", students can draw their own houses on paper according to the proportion and design their favorite buildings. In short, in teaching, teachers should try their best to design students' familiar life situations and introduce new lessons to meet the psychological needs of students' active exploration.
Fifth, embody new ideas in the classroom.
1. Create a learning environment without mental depression.
Students' mathematics learning activities should be a lively, proactive and personalized process. To make students actively participate in this process, the main task of teachers is to create a safe learning environment for this process.
(1) change the role of teachers.
Teachers participate in the process of students' learning and exploration as friends. Realize the transformation from preaching, teaching, and dispelling doubts to organizers, guides, and collaborators of activities. As the saying goes, "Learn from others and believe in their ways". A good teacher-student relationship can create a democratic, equal, relaxed and friendly learning environment for students, so that students can form an unrestrained thinking space with relaxed psychology, which can promote students to actively explore, generate a happy desire for knowledge, and give full play to their creativity without scruple. For example, when students are discussing and arguing endlessly, we can say, "Can the teacher express his opinion?" As "participants" and "collaborators", discuss with students in an amiable manner and in a consultative tone. It not only plays the role of "guide", but also creates a people-oriented learning environment for students without mental depression. Make students experience rich emotional experience while exploring mathematical knowledge.
(2) Teachers should infect students with their enthusiasm.
"Touching people is nothing more than family." In classroom teaching, we should go out in good faith, appear enthusiastically in the whole teaching process, and organize teaching properly with our own working attitude and emotional contagion and influence students. Teachers should flexibly choose teaching methods, stimulate students' emotions, and let students feel the teacher's love for them, so as to make students interested in math class through the introduction of questions, the arrangement of links and sincere words.
2. Create an open teaching process.
Because the open teaching process can provide more opportunities for each student to participate and succeed, so that each student can develop in active exploration. Recognize that everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics.
Open teaching process is a process in which students discover and solve problems by themselves. In the teaching process, in order to stimulate students' enthusiasm for learning and provide them with opportunities to fully engage in mathematics activities, teachers should try their best to design an exploratory and open teaching process, giving students the opportunity to explore actively and more room for thinking.
For example, when I was teaching the meaning of fractions, I designed such a teaching process: before class, students prepared their own learning materials (some students prepared enough materials, some drew a small red flag of 10, some drew six small animals, some drew 12 triangles, drew eight small disks, drew nine small squares, and some cut a big circle, rectangle or square. The materials selected in practical activities are familiar and like by oneself. At the beginning of the class, take two or three minutes to get to know the students: "What do you already know about the grades?" "What else do you want to know?" "Can you get points based on the materials in your hand?" Ask each student to give at least one piece of material, and exchange your achievements in the group, and tell the thinking process of operation in the exchange. After the group cooperation and communication (about 5 minutes), each group chooses a classmate to communicate with the whole class in front. In communication, students ask each other questions and solve problems in communication and disputes. If one student is demonstrating that six pencils are divided into three parts as a whole, and each part can be yes or no, then another student stands up and asks, "Why can it be both?" Another student immediately stood up and said, "Because the average number of copies is different, it is divided into three parts on average. Each copy is two pencils, divided into six equally. Two copies are just two pencils. " During the communication, the students on the stage said that the students under the stage competed for supplements and corrections from time to time. Learn to cooperate in communication. In communication, students experience that there are many ways to achieve the same result, and they also see their own strength in communication. Students experience rich emotional experiences (communication, cooperation, success, interest and pleasure) in this open exploration activity.
3. Design open exercises at different levels.
In order to meet students' different learning requirements and make all students develop accordingly, in teaching, teachers should make full use of exercises in textbooks or choose materials closely related to students' real life, design open exercises with examples that students care about and are interested in, stimulate students' curiosity, and make them feel that mathematics is around them and closely related to the real world.
For example, when I was teaching Basic Statistics, I designed this exercise according to the needs of students at different levels: "Please design a statistical table according to your own understanding of things around you." At this time, the students actively moved, and some independently designed; Some two or three people cooperate, some collect information, and some sort out data. Some designed the property statistics of Class Four (1), some designed the statistics of teaching tools of Class Four (1), some designed the statistics of the number of classes in Grade Four, Class Four (1), the statistics of the grade of Zhongshan Road primary school, and the statistics of the home address of a certain group and a certain community. The open practice designed in this way allows all students to actively participate in mathematics learning activities. For another example, please use an iron plate with a length of 24cm and a width of 12cm to design a 3cm high uncovered iron box for customers. The students designed iron boxes with different specifications in different ways of thinking. Tell your design intention in communication.
Through this open exploration activity, students' interest in applying knowledge has been improved. Mathematical knowledge comes from life and ultimately serves life, especially primary school mathematics. Its prototype can be found in almost every life. As long as our teachers pay attention to and use the problems in life, we can design many realistic, meaningful and challenging open exercises. Enable students to gain an understanding of mathematics, and at the same time make progress and development in many aspects such as thinking ability, emotional attitude and values.