The method of primary school mathematics goal teaching 1, determine the goal.
When preparing lessons before each class, we should make clear the teaching objectives. Specific requirements: (1) Calibration should be closely related to the syllabus and teaching materials. It is necessary to take the syllabus and teaching materials as the basic basis for determining the teaching objectives, carefully study the syllabus and teaching materials before preparing lessons, and formulate specific and feasible teaching objectives on the basis of accurately grasping the knowledge system and the teaching tasks of each unit. (2) Calibration should be closely related to students' recent development fields. When setting goals, we should closely follow the students' recent development fields, accurately grasp the scale of teaching requirements, and set teaching goals that meet the students' age characteristics and acceptance ability from reality. The set goals can neither increase the learning burden of students nor violate the principle of students' ability; Can not lower the teaching requirements, dampen learning enthusiasm.
2, show the goal
When introducing new knowledge, it is necessary to show the teaching objectives. Teachers and students should make clear the teaching objectives and achieve them through teaching. During the exhibition, according to the teaching content and practice, one-time exhibition and item-by-item exhibition are combined, and teachers' exhibition and students' induced exhibition are combined. Specific forms include oral, written, projection, etc. The display of teaching objectives should fully mobilize the enthusiasm of teachers and students. Through the guidance of teachers, students are gradually transformed from not knowing the goals and mastering the essentials of goals to being able to guide their own learning with the goals given by teachers, check the learning effect, correct the mistakes in learning, and let students analyze and summarize the learning contents themselves, and correctly summarize the learning goals of a class hour, a unit or even a textbook. Only in this way can we truly embody the subject of learning. The display of teaching objectives has also changed from the arrangement of teachers to the cultivation of students' ability to explore objectives.
2. 1 One-time display
For some classroom teaching contents with few knowledge points and concentrated knowledge goals and ability goals, or requiring students to achieve several goals at the same time through an example or an experiment, the goals can be displayed at one time before the new teaching. Example 1: Teaching? Fractional addition and subtraction? In the first section, the theme can be revealed as soon as the class begins, indicating the goal: (1) Understand the meaning of decimal addition and subtraction, and master the calculation rules; (2) Be able to add and subtract scores skillfully. Only in this way can we effectively attract students' attention and promote their positive thinking. Example 2: Give an example? Design a factory building and mark the distance of 10 m on the ground with the distance of 10 cm on the plan. To compare the distance on the map with the actual distance, we can also display the following three targets at one time: (1) Know what a scale is; (2) Know the common writing methods of scales; (3) Know how to find the scale.
2.2 itemized display
Example: teaching? Understanding of the circle? A piece of content, with the progress of teaching, the goal can be displayed one by one. Target 1: Draw a circle. Ask the students to take out common coins, clock faces, etc. And draw their shapes along the periphery of these circular objects, so that students can perceive the circle and guide them to draw a circle; Goal 2: Know what the center, radius and diameter are; Goal 3: On the basis of the first and second goals, understand the relationship between diameter and radius by folding and measuring.
3. Guiding learning standards
Guiding students to reach the standard is an important link in guiding students to reach the standard, that is, according to the teaching objectives and the key points, difficulties and keys of teaching materials, teachers write implementation procedures that conform to students' cognitive laws, choose teaching methods that conform to students' reality, such as self-study, lectures, exercises and activities, and implement the teaching objectives one by one. It should be noted that teachers should give full play to their leading role and students' dominant position in the process of guiding the standard, and mobilize students' enthusiasm and initiative in learning, thus encouraging them to boldly question, actively explore and learn independently.
3. 1 Speaking, practicing and reaching the standard
The so-called "speaking and practicing up to standard" means taking practice as the main line of target teaching, and practicing effectively while speaking.
Its basic structural model is: imitating exercises, achieving goals-changing exercises, deepening goals-comprehensive exercises and strengthening goals.
Example: teaching? Two-step application problem? Step 1: Practice imitation by reviewing old knowledge; Step 2: Change a condition in the example and let the students think about how to answer. The purpose of this arrangement is to let students know what to calculate first and then what to calculate when solving two-step application problems. Step 3: Design a set of comprehensive exercises, find the formula according to the meaning of the questions, and change the conditions according to the formula. Let students reason, understand the structure of three two-step application problems with known conditions, and analyze the solution method of two-step application problems, thus further strengthening the goal.
3.2 Activities that meet the standards
Modern educational psychologists believe that people's autonomy, initiative and creativity, as well as people's cognition, emotion, will and ability, are all manifested in activities. ? There are many activities in mathematics teaching, such as practical activities, discussion activities and competitions. Practice shows that promoting development through activities and realizing and reaching teaching objectives through various activities are the basis of target teaching. Carrying out colorful activities in the usual mathematics teaching can greatly enrich the content of classroom teaching and stimulate students' initiative to participate in mathematics learning activities, thus effectively achieving the teaching objectives of mathematics classroom.
Step 4 summarize the objectives
Summarize the goal, right? Sign a contract? , is to summarize the teaching content, into the knowledge system, forming an outline system. Including course standard, unit standard and chapter standard. The following two points must be followed when marking papers: (1) Marking papers is neither a list of all knowledge nor a simple repetition of teaching objectives, but a systematic, hierarchical and systematic outline of knowledge. Bid closing must be clear-cut, clear-cut, concise and clear, and the outline should be open to all. Signing a contract is to form the integrity and unity of knowledge structure, and it is the harmonious unity of intellectual goals and non-intellectual goals. (2) Marking can be divided into three stages: teacher marking, teacher-student marking together and student marking independently. First, the teacher makes a demonstration, and then under the guidance of the teacher, the teacher and the students bid together. Under the condition that students gradually learn about joint bid, they are allowed to carry out joint bid independently. This is the students' own high-level joint bid and the formation of their comprehensive generalization ability.
In a word, target teaching embodies the educational idea of quality education facing all, all-round development and active development. Vigorously constructing the target teaching mode in the usual mathematics classroom teaching can effectively mobilize students' enthusiasm and consciousness, effectively improve the classroom teaching effect and greatly improve the classroom teaching quality. As a primary school math teacher, we should constantly increase the thinking of using the goal method in the future math classroom teaching.