By reading the text "Mathematics Curriculum Standard for Compulsory Education (20 1 1 Edition)", I have more clearly defined my primary school mathematics teaching goal: to cultivate students' abstract thinking and innovative ability through primary school mathematics learning activities. Of course, the teaching goal here must be based on the realization of "double basics", which may be wrong, but it should be said that it is in the process of realizing "double basics".
First of all, understand what is thinking ability? Thinking ability refers to the skill or possibility that a person can use various symbols or information to think effectively, so as to make decisions, solve problems and successfully complete thinking tasks. Thinking ability includes the ability to understand, analyze, compare, synthesize, generalize, reason, abstract, demonstrate and judge. It is the core of the whole wisdom, participating in and dominating all intellectual activities. The technical term is described like this. And my understanding is this: thinking ability, that is, the procedure needed by the brain to solve problems, has two key points: problem solving and procedure. Now the "problems" encountered in school study basically have fixed answers or directions. The problems that students face in society are basically unknown in advance, and they don't even know whether there is an answer. The answer is that students need to have the thinking ability to solve problems. What about the program? Generally speaking, it is the skills that students need to solve problems: the ability to understand, analyze, compare, synthesize, generalize, reason, abstract, demonstrate and judge. Does the math teacher think this is particularly familiar? Yes, that's right, it's the "basic skill" in our double base. Here again, I feel that the current situation of primary school mathematics in basic skills is not very good, including myself. Of course, I'm not the only one who thinks so, and so is mathematician Feng Keqin: the biggest drawback of school teaching at present is still the emphasis on imparting knowledge, not the cultivation of ability and the inspiration of thinking. It is pointed out from the side that China's mathematics education should pay attention to the cultivation of ability and thinking exercise.
Here, I feel that there may be a puzzle: why does the brain need a problem-solving program? Because solving problems requires many elements and a reasonable collocation, and at least one of them is indispensable "problem information". Then why didn't the compulsory education mathematics curriculum standard (20 1 1 version) and academics pay attention to this point? I have also written and thought about this question, but when I think that primary school students are faced with "questions specified in test papers", do they still need students to collect them? But in teaching, our teachers should also try to design like this. )
Secondly, what is creativity? Creative ability is the psychological quality of creating novel and unique products with social or personal value by using known information according to a certain purpose, which has three characteristics: novelty, uniqueness and value. In fact, this kind of creative ability is put forward from the national strategic level and is the "innovative talent" that the country expects to cultivate. Of course, it also conforms to the value pursuit of society, everyone and every student. As we all know, innovation is the soul of a country's progress and an inexhaustible motive force for a nation's prosperity. Only an innovative nation has the most motivation for development. Mr. Tao Xingzhi, a famous educator in China, said: "Any place is a place of creation, and it will always be an era of creation. Everyone is a creator. " And our primary school mathematics education is basic education, and we have the obligation to lay a solid foundation for the development of each student's innovative ability.
So how to cultivate the innovative ability of primary school students? Let me talk about my own opinion: primary school mathematics textbooks are highly abstract mathematics textbooks, omitting the generation and development of various knowledge points of mathematics. This feature is also evaluated by mathematician Friedenthal as the inversion of teaching methods-"There is no mathematical thought published in the form of discovery. After a problem is solved, it develops into a formal skill accordingly, and as a result, the process of solving it is put on hold, making the fiery invention cold and beautiful, that is, the teaching material is the inversion of teaching method.
I've been thinking, why do textbook experts do this? What will happen if we "restore" the birth and development of various knowledge points in mathematics? It seems to be discovered today that mathematics education is an effective activity to cultivate people's creativity, and the activities of primary school students learning mathematics are a process of re-creation to a certain extent. After reading this, you can't say that you are suddenly enlightened, but you can definitely say that "experts are experts"! In the process of learning mathematics, each of us recreates the relevant mathematics content with our own way of thinking according to our original knowledge experience and activity experience.
Finally, is it these deep-seated reasons that primary school mathematics education cultivates primary school students' thinking ability and innovation ability? No, not at all. Do you often hear the phrase "Mathematics is an important course to promote students' intellectual development"? Of course, there is another course "Chinese", which is why these two courses run through students' study. How can thinking ability and creativity promote the development of brain or intelligence? If you want to, I believe that the professional information on the Internet will make you believe that "thinking ability and creativity can promote intellectual development".