1. The nature and teaching purpose of this course
The course "Research on Primary Mathematics Teaching" is a compulsory course for the primary education major of Central Radio and TV University (referred to as "Teachers College"). Students should have specialized knowledge of mathematics. Considering that students have already studied "Pedagogy of Primary Mathematics" and other courses in the professional stage, this course has conducted in-depth theoretical study and practical research on the current primary mathematics teaching, teaching materials and teaching reform from the perspective of quality education, combined with the needs of the current development of mathematics education at home and abroad and the application of modern educational technology in primary mathematics teaching. This course focuses on the combination of theory and practice. This course has ***4 credits and 72 class hours. Based on mathematics and pedagogy, this course is a comprehensive interdisciplinary subject formed by comprehensively applying the achievements of psychology, cognitive science, thinking science, logic and other related disciplines in the practice of mathematics education.
Through the study of this course, students can systematically obtain the basic theories and methods of primary school mathematics education and teaching, understand the special laws of mathematics education, and can use these theories to guide primary school mathematics teaching practice. Through various teaching links, students can acquire new ideas and concepts in mathematics education, and gradually cultivate their teaching material analysis ability, mathematics teaching ability and mathematics education research ability, so as to lay a solid foundation for becoming high-quality primary school teachers to meet the needs of the new century.
2. The concept and characteristics of this course.
According to the task and teaching purpose of primary school mathematics teaching research, the text textbook of this course is divided into thirteen chapters. The first chapter-the nature and task of primary school mathematics. Chapter two-the structure and objectives of primary school mathematics curriculum. The third chapter-the content of primary school mathematics teaching. Chapter Four-Children's Mathematics Learning. Chapter five-the main learning theory and teaching mode of primary school mathematics, chapter six-the classroom analysis of primary school mathematics learning, chapter seven-the organization and method of primary school mathematics teaching; Chapter 8-Concept learning of primary school mathematics. Chapter 9-Learning the arithmetic of primary school mathematics. Chapter 10-Geometry Learning in Primary Mathematics. Chapter 11-Problem-solving learning in primary school mathematics. Chapter 12-Evaluation of Mathematics Learning in Primary Schools. Chapter 13-Mathematical Statistics and Probability Knowledge Learning in Primary Schools.
The features of this course are as follows:
Primary school mathematics teaching research is a comprehensive and independent interdisciplinary course, which needs to apply the basic principles of related disciplines, especially the new theories, methods and ideas about mathematics, philosophy, pedagogy and psychology to think and solve a series of teaching problems.
The research of mathematics teaching in primary schools is a highly ideological and theoretical subject, which especially needs the guidance of materialist dialectics. Therefore, we are required to comprehensively and correctly use the standpoint, viewpoint and method of dialectical materialism to study and solve some practical teaching problems currently encountered.
Primary school mathematics teaching research is a highly developed discipline, which needs to constantly enrich fresh materials and principles. Therefore, students should learn to use information and be good at summing up.
Primary school mathematics teaching research is a very practical subject. Therefore, we should strengthen the practical activities of mathematics teaching.
3. The learning object of this course
This course is mainly aimed at primary school teachers in remote areas and vast rural areas of China. They have certain work experience and strong understanding ability. They have certain educational and teaching abilities and practical experience, but their basic theories are generally poor. Most of them are located in the vast rural and remote areas of our country. Due to the shortage of teachers, their work tasks are generally heavier. They lack a good working environment, most students have housework burden and study time is very short. They can only study in their spare time, and it is difficult to concentrate when sitting in the classroom, so they can only study by themselves. Because these students are generally older and shoulder the double burden of work and life, their memory is relatively weakened and their study is very difficult. However, their desire to learn is very strong, and their learning purpose and motivation are very clear. Although they are remote, they are not willing to lag behind the times and are very interested in learning the knowledge in the field of primary school mathematics education. This is the most powerful internal condition for them to learn this course well. In the teaching design and concrete implementation of primary school mathematics teaching research course, we should consider all these actual situations of the learning objects, teach students in accordance with their aptitude and provide them with practical learning services.
Second, the teaching requirements of this course
1. Emphasize the guidance in the learning process.
The teacher in charge of this course should formulate the local implementation syllabus and course teaching implementation plan according to all kinds of guiding teaching documents provided by the Central Radio and TV University's primary school mathematics teaching research course group and the actual situation; Determine the presiding teacher and tutor of this course. Teachers should intervene in all aspects of the learning process of this course, guide students to make a good study plan, write reading notes, carry out self-study, group discussion, participate in face-to-face tutoring, and use distance education learning methods and various teaching support services.
2. Emphasize the learning guidance of the course content.
This course is an interdisciplinary and practical subject. First, teachers should carefully read the textbooks and related learning materials, deeply understand the knowledge framework, key and difficult contents of this course, and organize learning counseling in time. In learning guidance, we should teach students the ideas and methods of learning this course, highlight the key and difficult points, answer students' questions according to different students' specific conditions, and implement individual guidance. At the same time, we should organically combine primary school mathematics teaching research with students' daily teaching activities to improve students' interest in learning.
3. Emphasize the guiding role of formative evaluation.
Strengthening formative assessment is an important link to ensure teaching quality. According to the specific requirements of the assessment instructions (including formative assessment) (see the assessment instructions for details), check and correct students' homework regularly to help students do a good job in final review and preparation. To strengthen the guidance of formative assessment, we should not only complete homework exercises, but also think about and study some practical problems in primary school mathematics teaching research. Learning analysis should be combined with local teaching practice and choose various teaching cases.
Three. Suggestions on the learning mode of this course
1. Autonomous learning
Students should carefully read the text materials under the guidance of teachers, make clear the structure, ideas and learning methods of the text materials, and then determine their own learning methods according to the actual situation. Learn all kinds of study materials independently and take study notes carefully; Teachers should ask students to be good at asking questions, learning textbooks with questions, learning textbooks according to the requirements of learning objectives, being good at thinking, analyzing and summarizing the main points and key points of textbooks, and applying basic knowledge and theory to education and teaching.
Group learning
Group learning is a necessary supplement to autonomous learning, and this form of learning is absolutely indispensable. Students must participate in group learning on the basis of self-study, and teachers can formulate group discussion topics according to the teaching requirements and some actual situations of local primary school mathematics teaching research. Encourage students to ask questions in various forms and provide opportunities for each student to speak and communicate. Through discussion, we can enliven the learning atmosphere, expand the thinking space and improve the learning effect.
3. Use a variety of media teaching materials for learning.
In order to reduce the learning difficulty, we must make full use of video teaching materials, comprehensive exercise books, online tutoring and other auxiliary means to improve students' autonomous learning ability and learning effect. Teachers should give timely guidance, inspire students, discuss problems, and conduct workshops and case teaching on the basis of careful analysis of text textbooks and video textbooks.
4. Use the Internet for learning
If possible, actively use the network environment provided by CCTV and all modern means (such as letters, telephone answering, online counseling, online answering, online discussion, e-mail, IP courseware, online courses, etc.). ) to study and further improve their self-study ability.
According to the above main learning modes, we can describe the learning process of each stage as follows:
Fourthly, the learning support service strategy of this course.
Media resources for this course.
Considering the nature and characteristics of the course "Primary Mathematics Teaching Research" and the overall goal of the teaching design of this course, we should try our best to provide learning resources at different levels and from different angles in the construction of curriculum resources, so that students can have more choices. This course uses three main teaching media: text teaching materials, video teaching materials and IP courses. The three are closely integrated and complement each other.
(1) Textbooks: Textbooks are the main teaching materials for students, the important basis for teaching and learning, and the yardstick and standard for learning. The textbook "Integration" was published by China Central Radio and TV University Press. Textbook is the most basic teaching media, which carries all the teaching contents and is the main basis of other teaching media. The number of words in this textbook is about 360 thousand.
(2) Video teaching material: explaining the main theories and basic knowledge of this course; Analyze the key points and difficulties; Introduce learning methods; This paper analyzes the actual cases in primary school mathematics teaching research. It will play an important role in solving doubts, guiding methods and guiding review, and students will be able to master the learning content of this course comprehensively and effectively by using it.
(3)IP courseware: combined with video teaching materials, give guidance and explanation in the form of network. As a supplement to the text textbook, this paper systematically expounds the key teaching contents and review points according to the characteristics of the course.
In addition to the above three teaching media, this course is also going to build an online course and use other teaching auxiliary media. For example, online question and answer, online consultation. Provide formative homework and evaluation of primary school mathematics teaching and research courses, and provide evaluation guidance, final review guidance and comprehensive exercises at the end of the period. The ultimate goal is that all kinds of teaching media are independent and coordinated with each other to form a complete system of "teaching", "learning" and "testing" together, so as to successfully complete the teaching task of primary school mathematics teaching research course.