First, the different historical stages of mathematics teaching objectives
First, the early days of People's Republic of China (PRC)-1960s.
Strengthening Basic Knowledge and Skills —— Strengthening "Double Basis" Teaching
B, the mid-1960s-the end of 1970s
We should not only strengthen the double basics, but also cultivate students' ability-strengthen the double basics and cultivate students' ability.
C1early 1980s to1late 1980s
We should not only cultivate students' ability, but also develop their intelligence-cultivate their ability and develop their intelligence.
D,1early 1990s to1late 1990s
We should not only develop students' intelligence factors, but also develop students' non-intelligence factors-both intelligence factors and non-intelligence factors develop at the same time.
E, 2 1 early century
Emphasis on knowledge and skills, processes and methods, emotional attitudes and values-three-dimensional goals.
It can be seen from this development history that the understanding of the goal has always been "addition" rather than "subtraction". With the development of the times, people's quality requirements are getting higher and higher, the educational objectives are constantly enriched and the requirements are constantly improved, which is the reflection of the times and the inevitability of historical development.
Second, the analysis of curriculum objectives and classroom objectives
It should be noted that the objectives listed above refer to the objectives of mathematics teaching (curriculum) in different historical stages, and the curriculum objectives refer to the objectives that should be achieved after learning this course, not the objectives of every link of learning this course as stipulated in the curriculum objectives, and even less the objectives that should be achieved in each class. There is a relationship between the whole and the parts, and there is a difference between the general and the special. Although the overall goal is achieved through the accumulation of class goals in a class, it is by no means necessary to "cover everything" in every class. Therefore, only by accurately formulating and grasping the class objectives can the course objectives be finally completed.
In the actual teaching practice, there will be some elementary school math classes that can do everything-"you can have both", such as emphasizing the process and paying attention to the results, but most classes can only do "fish" or "palm". The reason why we can only choose one of the two is that apart from some subjective factors (such as the teacher himself), the most important factor is time. Classroom teaching time is a constant (40 minutes), which allows students to truly experience, think independently, communicate and cooperate, and time is a guarantee factor to achieve any teaching goal. It is often not feasible to emphasize the process for students to fully experience and let students implement the "two basics". In fact, experienced teachers often do not highlight all aspects in a class, but highlight one or two aspects.
Third, accurately set the primary school mathematics classroom teaching objectives
We should have an overall concept of mathematics teaching objectives. On the one hand, we should realize that the curriculum goal of mathematics education is a whole and a big goal, which is realized through the combination of one class, one unit, one knowledge field and one grade. On the other hand, each class is a part of the whole, and the class goal of each class is a part of realizing the goal of mathematics curriculum, that is, each class contributes to the realization of the overall goal. If some classes may contribute to the process, other classes may contribute to the result. Generally speaking, the process is as important as the result, but in a class, it may revolve around the teaching goal. This kind of class may emphasize the process, experience and understanding more, and this kind of class is often exploratory. Other classes may focus more on the practice and consolidation of knowledge and skills, or learn some mathematical ideas and methods.
The same is true of students' study. All kinds of learning methods have their own unique functions, and students need to learn through various channels. This class pays more attention to the process of emphasis, so that students can understand the conclusion from multiple angles, levels and feelings, and have a deeper understanding of the conclusion. The next class may do better in the implementation of "double basics", which may make the conclusion more firmly grasped and the skills more proficient, but in general, the "nutritional balance" of students has reached the curriculum goal of mathematics teaching.
When we set the goal of mathematics classroom teaching, we first consider the factors that students will "benefit" for life, such as positive learning attitude, enthusiasm for learning, learning to learn, mutual respect and being honest with others. At the same time, we should pay more attention to the fact that in the new curriculum standard, there are two kinds of verbs that are used to explain the goal: one is to describe the goal verbs of knowledge and skills with "know (know), understand, master and use flexibly"; The other is a process target verb that describes the level of mathematical activities with "experience (feeling), experience (understanding) and inquiry". Starting from these two types of verbs, we can divide classes into two categories: one focuses more on the realization of knowledge and skills goals, and the other focuses more on the realization of process goals. Special attention should be paid to "more emphasis" here. In fact, any class will have two aspects: knowledge and skill goals and process goals. These two kinds of goals are dialectical and unified in theory, and there is no conflict in a unit or a longer teaching period, but sometimes there is conflict in a class. Therefore, when considering the class objectives, we should pay attention to "more emphasis", otherwise there may be a phenomenon that neither of them can be achieved.
In the teaching design process of a class, there are often many good ideas and rich goals. But when we really communicate with students in the classroom, we will find that many ideas can only be implemented in theory, but it is difficult to achieve in practice, which requires us teachers to learn to use a "more emphasis" method to determine the teaching objectives of primary school mathematics.