The classroom teaching of primary school mathematics under the concept of new curriculum reform has completely changed teachers' teaching concepts, changed students' learning methods, and broken the unified situation of individual learning in traditional classroom teaching, so that students can really experience mathematics from their favorite life situations and objective facts. Although under the influence of the new curriculum reform, the teaching methods have undergone fundamental changes, but from the subjective and objective aspects, there are still some problems, mainly as follows:
First, emphasize design and ignore reality. The new curriculum reform textbooks attach great importance to providing rich situational materials for students to learn, and emphasize the close relationship between mathematics and students' lives in the choice of materials. The topic involves many fields of social life in ancient and modern China and abroad. Therefore, in the teaching process, teachers also attach great importance to classroom situation design, but often the situations created are far away from students' lives, students' interest is not high, and the effect is not obvious. Such as "elementary arithmetic" teaching clips:
Teacher: The National Day is coming. The teacher went to the mall to buy new clothes. The first one is 4 sets of ***460 yuan; The second is each set of 120 yuan. Which style of clothes is cheaper? How much cheaper?
Student answer formula: 120- 140 ÷ 4.
Teacher: Who can tell us the operation order of this problem? And calculate.
In this case, teachers combine computing teaching with solving practical problems, so that students can learn in real situations; Understand the operation sequence; It embodies the concept of new curriculum standards. However, when creating life situations, we should respect the laws of life. Only in this way can students feel that mathematics is around them in familiar situations and there is mathematics everywhere in their lives. Teachers change facts at will; If the situation doesn't match life, won't students think that "the original mathematics is invented"? After class, a classmate said, "The clothes in the shopping mall are all priced at the unit price. Watching changing clothes become "buying pencils" and "buying table tennis". Will the effect be better?
The second is to re-indoctrinate and light inspiration. Teachers are the guides and collaborators of teaching activities. However, restricted and influenced by the old traditional teaching concepts, the teaching methods under the new curriculum reform are not suitable, and some teachers' teaching concepts are still outdated. Usually, they are not good at learning modern educational concepts. They think teaching students is enough, and learning theory is a waste of time. Therefore, a "single" teaching mode naturally appears in teaching. For example, in the teaching of "centimeter understanding", the teacher adopts the method of talking to the end. First of all, talk about the feeling of centimeters; Then tell the students to feel the length of 1 cm mechanically, and then measure the length of the object under the inspiration of the teacher; (starting from the 0 scale). It should be said that the teacher's description of the teaching content here is good and comprehensive. But the problem is that teachers are satisfied with letting knowledge "flow" out of their mouths, rather than inspiring and guiding students to actively participate and think. Students simply act as knowledge containers, passively accept knowledge and feel bored. The enthusiasm of learning is not fully exerted, and the main position of students' learning is cancelled.
The third is to emphasize teaching materials and neglect innovation. Teachers faithfully implement the teaching materials, how to write and speak in the teaching materials, even if they find unreasonable contents in the teaching materials, they dare not deal with them. Most teachers even become the megaphone of teaching materials and teaching reference materials. They regard teaching materials as the golden rule, dare not go beyond the line, and regard teaching materials as the purpose of classroom teaching, making teaching materials a shackle that restricts students' free creation and bold innovation.
As the leader of the new curriculum reform, how can contemporary teachers avoid the above problems in mathematics classroom teaching under the new curriculum reform? The author believes that we should mainly grasp the following points:
First, create a teaching situation to stimulate students' interest.
Steward, a German educator, pointed out that the art of teaching lies not in the ability to impart, but in inspiration, awakening and encouragement, and creating teaching situations is also an art of inspiration, awakening and encouragement. Therefore, creating a learning situation full of aesthetic feeling and wisdom can make students get concrete feelings about the objective situation, stimulate corresponding emotions, devote themselves to learning, and maximize the potential of students in middle school mathematics life. In teaching, we should create different teaching scenarios according to the psychological characteristics and cognitive rules of primary school students in the same year, combined with the contents of different teaching materials, so that students can not only use their hands and brains, but also produce positive emotional experience and promote the development of thinking.
The first is to create a story scene. Pupils are interested in stories, especially fairy tales. Therefore, in the teaching process, teachers can create more stories and fairy tales around students, which can get twice the result with half the effort. For example, interactive teaching strategies can be adopted in the teaching of "lovely campus". Under the background of books and pictures, let each child observe the animals in the pictures and the decorations in the classroom. After students unconsciously take the initiative to participate in mathematics activities, teachers ask students to ask questions and answer each other, and ask students to complete the questions, so as to cultivate students' awareness and ability of asking questions in interactive learning. In the whole teaching process, students experience the process of exploring knowledge in vivid practice and always experience the success and fun of learning. So as to develop their own cognitive structure, not only to learn, but also to "enjoy it." Another example is "think about it" in the teaching of "guessing numbers games". The teacher guides the students to tell the story of "a little mouse with potatoes on its back". Through the unfolding of the story, all kinds of mathematical problems naturally arise, and teachers can give them some guidance so that students can learn mathematical knowledge unconsciously.
The second is to create game scenes. It is the nature of primary school students to love to play and be active, especially the students in the lower grades of primary school. The purpose of learning is not clear, because curiosity and novelty often lead to desire from interest. Therefore, creating game scenes in the classroom can satisfy their desires and stimulate their interest in learning.
The third is to create life scenes. The new curriculum standard clearly points out that students can learn mathematics in life, feel the close connection between mathematics and life, and solve practical problems in life with mathematical knowledge. In addition to students' unconscious observation and feelings, it is necessary to accumulate conscious life experience. In teaching, teachers should list more real life situations so that students can learn mathematics from their own life experiences. For example, when teaching statistics, the situation created in textbooks is far from students' lives, and students' interest may not be high. Teachers can count the number of elected cadres according to the class situation. This change not only makes students feel that mathematics is closer to their own lives, but also makes them realize that it can improve the classroom atmosphere.
Second, cleverly set questions and mobilize students to actively participate.
Modern educational philosophy holds that social communication in class is learning communication, and cultivating students' classroom communication ability is the overall requirement of the future society. The teaching goal of the new curriculum reform is to realize autonomy, cooperation and innovation. The so-called cooperation is the interactive cooperation and equal communication between students and between teachers and students. This shows that the classroom teaching of the new curriculum reform is a bilateral activity between teachers and students. Our teachers should be "directors" rather than "protagonists", and fully mobilize students' learning consciousness and enthusiasm. Therefore, in classroom teaching, teachers should be good at inspiring students and organizing students to actively participate in teaching activities. Teachers should not talk from beginning to end, but should change the long-standing one-way, spoon-feeding and full-house teaching methods. Let students learn to participate in learning and learn to learn in participation. For example, when teaching "the characteristics of numbers divisible by 3", students are first guided to give several multiples of 3, and then the positions of the digits on the units, tenths and hundredths of these numbers are exchanged, so that students can check whether the transformed numbers are multiples of 3. Students will be surprised to find that they are all multiples of 3. What's the mystery in this? When students are in doubt or confused, a strong desire for knowledge naturally becomes a "self-need" for knowledge, which creates a good start for students to learn knowledge. Another example is the teaching of "triangle area calculation formula". First, prepare several groups of triangular pieces of paper in one shape, and let the students help with activities such as cutting and pasting, spelling and moving in class. Students play by themselves, and after giving full play, they find and summarize the formula for calculating the triangle area, which is verified by the extended measurement and calculation spelling and shape shifting. In the whole learning process, teachers only guide students, and students' interest in hands-on operation is maintained and developed, and they are always in the main position of learning. They not only learn the derivation of triangle area calculation formula, but also understand the internal relationship of mathematical knowledge and exercise their hands-on operation ability. In this way, students' understanding will gradually rise from perceptual to rational in practice, and finally master the characteristics and laws of new knowledge. It can not only enable students to accurately and thoroughly understand and master new knowledge and methods, but also play a positive role in turning difficult into easy and abstracting into concrete, and also cultivate students' practical ability.
In the process of students' communication, teachers should not only pay attention to students' active participation, but also pay attention to timely intervention and ingenious inspiration to guide students to communicate effectively, such as: "Can you explain it to everyone?" "What's the difference between your algorithm and his?" "Who are the classmates who have the same method as him?" "There are children who don't understand? Can you ask yourself some questions? " "What do you think of his method?" And so on, can not only guide students to communicate, but also cultivate students' habits and abilities such as listening, asking questions and expressing.
Third, change the teaching concept and cultivate students' innovative consciousness.
Teachers change their teaching concepts, that is, they should abandon the traditional concepts, design the teaching materials irrationally, dare to question, dare to respond and dare to innovate, and boldly adopt their own teaching models, so that students can freely and boldly express their curiosity, challenge and imagination in class, thus putting forward some questions with innovative thinking.
First, create a harmonious atmosphere and enlighten the sense of innovation. The education of "Harmony and Happiness" advocated by Confucius in ancient China is to create a harmonious and pleasant learning environment. Only by letting students study in a harmonious atmosphere can they feel comfortable, be in a positive thinking state, dare to think, dare to ask questions, dare to innovate boldly and be willing to express their opinions. For example, when teaching "the constancy of quotient", the teacher first shows two oral arithmetic problems with quotient of 3, and then asks the students to make up several division problems with quotient of 3. Make it up quickly and accurately, and then let the students discuss: Are there any tips for making it up quickly and accurately? Is there any connection between these formulas? As soon as the question is put forward, students' thinking becomes active, and they explore the mystery one after another, and discover the invariable law of quotient through students. In this learning process, students are active, positive and happy. Students learn not only a property, but also independent thinking, cooperation and creation.
The second is to set suspense and stimulate creative consciousness. Curiosity and novelty are the psychological basis of primary school students' active inquiry activities and the internal motivation to stimulate them to continue their research and creative activities. In mathematics teaching, we should try our best to set up suspense for students, constantly stimulate and increase students' interest in learning, and let students feel mystery, pursuit, exploration and creation. For example, when teaching the characteristics of numbers divisible by 2, 3 and 5, students can master the characteristics of numbers divisible by 2 and 5 smoothly, while the characteristics of numbers divisible by 3 are more difficult in this class, because numbers divisible by 3 have no obvious regularity, which is easy to be found and negative transfer. Therefore, when learning the characteristics of numbers divisible by 3, students are first required to try to divide the numbers of different sizes on the blackboard and find out the numbers divisible by 3. When students find it difficult to try division, they say to them, "Teachers can know which numbers are divisible by 3 without calculation", "Really?" The students' curiosity soon came. One scrambled to say "48" and "OK". "78" and "Yes", 1934 and "No". "23 13" and "energy" The students are talking faster and faster, and the number is increasing. As they talk, they play on the blackboard or exercise books. As a result, the teacher's answer was completely correct. How can a teacher make a judgment so quickly? This set a suspense for students and aroused their curiosity. They are eager to know the secret. At this time, the teacher satisfied the students' desire to explore. With the help of students' enthusiasm for exploration, we seized this favorable opportunity to reveal the characteristics of numbers divisible by 3, so the whole class conducted colorful self-study, observation and discussion, and the students' thinking potential was further developed and expanded.
The third is to let students participate in the evaluation and cultivate innovative consciousness. "Mathematics Curriculum Standards" points out: "The evaluation methods should be diversified, and a scientific and reasonable evaluation mechanism can be formed by combining examinations, project activities, writing papers, group activities, self-evaluation and daily observation." Therefore, on the basis of the existing written test, daily observation and other forms, diversified evaluation methods are added, so that students' all-round quality can be developed and their feelings about mathematics can be deepened. For example, after students learn decimal elementary arithmetic, a practical activity of "going to the supermarket" is arranged in the textbook, and the teacher can design a practical problem. A boy from the countryside suddenly fell ill in class. In order to care for foreign students, we call on the whole class to extend warm hands and carry out love activities. Suppose the whole class * * * donates love money to 54 yuan. Teacher: Then please think about it. Go to the hospital to visit this classmate, and buy something delicious with 54 yuan?
Students communicate after discussion.
Health 1: Buy some fruit. Such as apples, bananas and fresh longan.
Health 2: Buy some yogurt and other drinks.
Health 3: buy cookies, egg yolk pie, etc.
……
Then the teacher asked the students to use the weekend to investigate the unit price of apples, bananas, fresh longan, biscuits and other items, report the unit price of related items to the teacher after returning to school, and let the students calculate how many items they can buy at most. How many items can I buy at least? How much did it cost respectively? How much is left? ..... Through supermarket shopping, teachers can also ask students to write down their feelings about visiting and shopping in supermarkets. This kind of examination not only evaluates students' four arithmetic abilities, their comprehensive application of knowledge, but also their ability to solve practical problems. Even if students feel that mathematics is around us and there is mathematics everywhere in life, they can be guided to look at life from a mathematical perspective, thus forming a good mathematical consciousness.
How to grasp the scale of mathematics classroom teaching under the concept of new curriculum reform is an urgent problem, which needs teachers to practice and explore constantly in teaching, so as to gradually improve the quality of classroom teaching and promote the development of primary school mathematics education.
Learn to think:
Since the new curriculum reform, the classroom teaching of primary school mathematics under the concept of new curriculum reform has completely changed teachers' teaching concepts, changed students' learning methods, broken the situation of individual learning in traditional classroom teaching, and really let students experience mathematics from their favorite life situations and objective facts. However, there are still many problems in the actual classroom teaching activities, which fully reflects our mathematics teachers' understanding and understanding of the basic concepts of mathematics curriculum standards. As Chen Jing, a teacher of Liuzhou Institute of Education, said: Our teachers should have the courage to learn the new curriculum standards of mathematics. Teachers should correctly understand the new curriculum reform, actively participate, actively explore, constantly learn, constantly improve their own quality, constantly reflect on teaching, and strive to improve in constant reflection.