First, the ultimate goal is "teaching materials", and the teaching resources are not fully integrated.
The new curriculum advocates starting from students' actual situation (including existing knowledge experience, life experience and practical foundation), selecting teaching content around teaching objectives, integrating teaching resources, and guiding students to promote learning objectives at different levels. At present, most teachers still take teaching students textbook knowledge as their main teaching goal, and teach whatever is in the textbook. Teachers often give lectures in class, and students are sleepy and have no energy. What's more, it's time to finish class, but it continues, because there are no topics in the book, which not only affects students' extracurricular activities, but also affects students' interest in mathematics learning.
Second, the process goal and emotional goal can not be fully implemented.
The new curriculum puts forward the achievement of "three-dimensional goals", and many teachers still regard the goal of basic knowledge as the only goal of classroom teaching. Some teachers have a certain understanding of the "three-dimensional goal", which is also reflected in the classroom, but it has not been implemented. For example, in the teaching of computing, after students are allowed to operate and explore algorithms themselves, teachers only affirm the simple and easy-to-operate general algorithms, ignoring the more complicated algorithms that some students have come up with, and even preventing them from expressing their opinions; In the measurement teaching, after students are allowed to measure by themselves, only students with accurate measurement report the results, and students with large measurement errors directly deny them. These seemingly small problems, in fact, these little actions of teachers often dampen students' creative desire and enthusiasm for learning.
Third, the classroom is still dominated by teachers, which cannot reflect the students' dominant position.
Teachers' teaching is to serve students, and students should be the masters of the classroom. In our math class, it often happens that the teacher talks at the end of a class, or the teacher asks questions without giving students room to think, and the teacher answers the questions himself; Maybe the teacher's question is too simple and not enlightening. It is often heard that young teachers only ask meaningless questions such as "right" and "yes" in the whole class. Constructivism theory points out that mathematics classroom is not passively accepting knowledge given by teachers, but an active construction process based on students' existing knowledge and experience. In other words, teachers should know the knowledge base of students before teaching new courses. Before students come to school, they are not a blank sheet of paper. They came with their own life experiences. Have a certain knowledge base. Teachers should identify the starting point of students' knowledge, create appropriate situations through effective guidance, and let students take the initiative to acquire knowledge.
Fourth, teachers lack educational tact and can't effectively grasp classroom generation.
Students are also important curriculum resources, but our teachers often ignore this kind of teaching resources and can't effectively seize the opportunity of classroom generation. Many young teachers are particularly afraid that students will give wrong answers or ask questions that are inconsistent with their teachers' ideas in class, especially in public classes, and they will either deny them directly or avoid answering them. I once saw such a scene in a young teacher's class: teaching the lesson "Understanding RMB", and students exchanged their observation results after observing RMB by themselves. Some students say that there is a national emblem on the RMB, while others say that there are numbers on the RMB, and so on. The teachers were very satisfied and all of them gave affirmation. At this time, a student pointed to the old version of 100 RMB and said, "There are several old people on the RMB. Who are they? " The teacher turned a deaf ear to this question, but another student went on to say, "I know, those old people are Chairman Mao." The teacher still ignored it on purpose and went on to the next question. Both students seem a little frustrated. In the face of the impolite wording of "old man", the teacher did not correct it, and did not give a correct answer to the wrong statement of "all are Chairman Mao". After class, I had a talk with my teacher. He said it was because the textbook didn't ask to know the four great men on the RMB, and it was a waste of time to correct mistakes unrelated to the teaching content for students. It was because of his "disregard" that the two students realized their mistakes, and they would be called "old man" next time they met the old man. It was also because of this "disregard" that they stifled the children's thirst for knowledge. Another example: a young teacher teaches "half". After learning half, the students were asked to draw another score with a circular piece of paper. After the students have finished speaking, they will communicate on stage, one quarter, one eighth and so on. At this time, a student also asked to show it. The teacher didn't let him show the round paper because he had just drawn it in half. The students are very disappointed. After class, I asked the child why he drew half again. The child said, "I drew two quarters, not half." If the teacher gives the children a chance to speak, if the children speak, how wonderful the class will be. A good teacher should have educational wit, be able to discover the effective generation of the classroom with a wise eye, respond flexibly, and make strategic adjustments to the classroom. In this way, the classroom can be "born" and "wrong".
Fifth, we attach importance to group cooperative learning, but the efficiency is not high.
After the new curriculum reform, we can see group discussion and cooperative learning in almost all classes, which shows that our teachers have consciously introduced this form into the classroom. However, if we observe carefully, we will find that most of the discussions only stay in the form: some members of classroom cooperative groups have no clear division of responsibilities, and students are confused and at a loss about how to carry out cooperative learning, which makes it difficult for cooperative members to express their opinions after the discussion and to discuss and implement cooperative learning in depth. Some classroom groups cooperate with each other and make noise. Say whatever you want, like to argue, like to discuss, listen carefully, and hear nothing. The teacher just watched, and the organization was in a mess. In some classes, teachers' arrangement of students' cooperative learning content is too simple, lacking discussion value, and everyone knows that there is no cooperative learning, which leads to ineffective work. There are also classroom group cooperation times as many as seven or eight times, which cannot be said to be efficient.
Sixth, the form of classroom practice is single and boring.
Many teachers arrange a lot of boring and abstract classroom exercises in order to make students master knowledge skillfully, and students are largely passive exercises. After a long time, students gradually hate mathematics and are even afraid of learning it. The reason is that teachers put too little energy into the design of practical activities. For the design of exercises, teachers usually take some ready-made exercises to deal with; Even if it is designed, it is only a part of the classroom teaching content. Most of the exercises designed are mechanically repetitive, lacking the interest of life. Not only can they not stimulate students' interest in learning and cultivate their thinking ability, but they also increase the teaching burden of teachers and students. In teaching, there is a phenomenon that teachers teach very hard and students study very hard, especially in senior grades, which leads to low teaching efficiency and unsatisfactory teaching effect. At this time, teachers often complain that students have poor foundation and are not active in learning.
The reason for the above problems is that teachers don't understand the new curriculum concept thoroughly and don't study the new curriculum reform deeply. In particular, they don't know how to translate the concept of "curriculum standards" and the content of textbooks into the specific design and teaching process of classroom teaching, and there is no clear standard on how to "good" the classroom teaching of primary school mathematics and the learning state of students. In view of these problems, teachers should pay attention to the following points:
First, make good use of teaching materials, connect with students' real life and fully tap effective teaching resources.
Teachers should use "living" textbooks and treat them with innovative ideas and means. Textbooks are just an example. We should be able to fully tap and integrate resources. Choose life resources that students are familiar with and interested in according to students' reality, so that students can actively learn useful mathematics.
1, contact students' favorite life scenes for teaching. For example, in the teaching of translation and rotation, we can take students to their familiar and favorite playground through multimedia means, so that they can find the translation and rotation phenomena on the playground through observation, thus stimulating students' interest in learning mathematics and feeling that mathematical knowledge is around them.
2. Put mathematical knowledge into fairy tales. For example, we can create a fairy tale scene when teaching "knowing half". Brother bear and sister bear share a cake, and they have an argument about how to share the cake, which leads to problems. Every child likes fairy tales. Introduction before class can not only stimulate students' interest, but also help them understand the value of mathematical knowledge.
3. Bring the most familiar life materials to math class. For example, when I teach the meaning of divisor and multiple, I guide the whole class like this. Let the students sing the song "Only a mother is good in the world" first, and then interview a student randomly: "What's your name and your mother's surname?" The student replied, "My name is Wang XX, and my mother's surname is Li." The teacher then asked the students, "What is the relationship between Wang XX and Aunt Li?" The student replied, "Aunt Li is Wang XX's mother, and Wang XX is Aunt Li's daughter." The teacher said, "Oh, they are interdependent. Numbers are also interdependent. Today we will understand two new concepts: constraint and multiplicity. " The mother-daughter relationship in life is a kind of interdependence that students are most familiar with. I use a nursery rhyme to naturally transfer the interdependence in life to the interdependence of constraints and multiples, so that students can deeply understand the connection between mathematics and life. Only by using life materials to understand mathematics knowledge can students learn naturally and remember deeply.
Second, attach importance to the implementation of process goals and emotional goals in mathematics classroom.
Mathematics classroom is not only to teach students the mathematics knowledge in textbooks, but more importantly, to let students experience the formation process of mathematics knowledge, master the methods of learning mathematics knowledge, help students establish a correct outlook on life and cultivate good psychological quality. So how to achieve the process goal and emotional goal in mathematics classroom? I think we should do the following: 1, create a relaxed classroom teaching atmosphere, and let students dare to think, speak and do. 2. Respect students' differences and let students solve problems in their own way. 3. Fully let students express themselves in class, let students experience a sense of accomplishment and enhance their interest in mathematics. 4. Use different mathematical knowledge to carry out emotional education for students. For example, cultivate students' value orientation with the change of numbers; Combined with graphic teaching, cultivate students' habit of being good at observation and diligent in thinking; Cultivate students' thinking ability and understanding ability through "solving problems"; Cultivate students' ability to communicate with others through cooperation and communication.
Third, find the realistic starting point of students' learning with clever methods.
The most important factor that affects students is what they already know, so we should teach according to their original knowledge. Students are living people, full of vitality and development potential. They participate in classroom learning with their knowledge and experience, interests and needs, thinking and inspiration. Therefore, in classroom teaching, I deeply understand the actual level of students and teach according to their cognitive basis. For example, when I was teaching "Elementary Understanding of Decimals", I started by playing a video of a singer participating in a singing contest. At the end of the song, nine judges showed their points on the spot, and a series of results with the highlights of the judges appeared on the screen: 9.58, 9.75, 9.60 and 9.35. Then ask the students: "Who wants to be the host and read the scores?" The students are very active, some read until 9: 58, and some read until 9: 58. The teacher doesn't judge, let the real host announce, and let the students judge for themselves. The purpose of letting students be the host to announce the results is to find the realistic starting point of students. When students have different answers, let the real moderators announce them and let the students analyze and judge for themselves, so that teaching can help teachers implement the concept of "let students develop on the original basis".