Some teachers also think that teachers' teaching books are inconvenient to use, and there are few teaching designs in each class, which is not easy to operate. There is no top teaching plan to directly present the complete and concrete teaching process of this course. Ding Jian's lesson plans are presented in detail from the aspects of how to guide lessons, design problems, explain new knowledge, teacher's summary, consolidate exercises and blackboard writing design. This greatly saves the time and energy for teachers to prepare lessons, so why not?
Some teachers only rely on teaching experience and experiential teaching, and regard teaching practice as an operational activity, that is, relying on existing experience or applying learning theory without teaching analysis. Simple repetition to teach; Take teaching as a technology and automate it according to established procedures and certain exercises. I think the information conveyed by my teaching behavior is consistent with the students' understanding. Never read the "teacher's teaching book".
Obviously, the above three situations of using "teachers' books" can not achieve effective teaching and breakthrough and transcendence of textbook understanding. Curriculum Standards for Compulsory Education (20 1 1 Edition) points out that mathematics textbooks provide students with learning subjects, basic clues and knowledge structure, and are important resources for realizing mathematics curriculum objectives and implementing mathematics teaching. It can be seen that it is necessary for every teacher to deeply understand and understand the teaching materials, fully tap their explicit and implicit resources, and clarify the context of knowledge development. How can we make better use of teaching materials and reach agreement with curriculum standards? Teachers' teaching books embody the curriculum standards in every volume, unit and class hour. It can be seen that the role of books is worthy of attention in the process of studying teaching materials and designing teaching process.
First, the pilot value of The Teacher's Book
The first thing you see when you open the User Book is the description of the textbook. Starting from grasping the textbook as a whole, the teacher can have a macro understanding of the whole textbook. It solves the problems of "what to teach" and how to teach. From the teaching content, we teachers can get a general idea of what this book includes and what is the key teaching content of this textbook. Incorporate the teaching contents involved in this book into several fields of mathematics and classify them concisely, so that our teachers can understand the proportion and value of this book in the whole primary school stage, and also let us know the vertical spiral structure of the learning contents in this book at a glance, seeing both trees and forests.
The formulation of teaching objectives accurately expounds the requirements of knowledge objectives, ability objectives and modality objectives, so that our teachers know fairly well and make clear the direction of their efforts.
The description of the characteristics of textbook writing makes teachers understand why the textbook should be revised and how to deal with it after revision. For example, the revised textbook not only has the main features of the original experimental textbook, but also has some new features. Modify 1. Improve the arrangement of negative numbers, deepen students' understanding of the concept of logarithm and realize the necessity of expanding the number system. 2. Improve the arrangement of proportion and highlight the idea of function. 3. Strengthen the arrangement of synthesis and practice, and cultivate the ability to find, put forward, analyze and solve mathematical problems. 4. Improve the arrangement of arrangement and review, make the mathematics knowledge that students have learned systematic and structured, and do a good job in the connection of mathematics teaching in primary and secondary schools. 5. Strengthen the teaching of mathematical thinking methods, cultivate students' mathematical thinking ability and improve students' mathematical literacy. 6. The cultivation of emotion, attitude and values permeates mathematics teaching, and stimulates students' interest and inner motivation with the charm of mathematics and the harvest of learning. Knowing the purpose of the revision, we can better achieve the predetermined goal of primary school mathematics teaching and make necessary preparations for future mathematics learning.
The arrangement of class hours is the necessary basis for us to make teaching plans. According to the class schedule in the book, we can master it flexibly according to the specific situation of our class, so as to arrange the learning content of this semester reasonably.
Second, the role of "understanding" in reading textbooks
Because of the space, teaching materials are often presented in the form of words and pictures. Therefore, when learning textbooks, we should read "thin" textbooks, from "thin" to "thick", which is a dynamic process from static knowledge to education. In other words, in order to understand the textbook, I often carefully read the writing intention and teaching suggestions of the book for use. Now take the course of "Cognitive Comparison" as an example to talk about my own practice in this respect.
What's the ratio? Why is the ratio derived from the relationship between two quantities? Why are there two examples in the textbook? How to make students realize that ratio is the relationship between the division of two numbers? To what extent should students realize the relationship among fractions, divisions and ratios?
With these questions, I carefully read the Teacher's Book and thought deeply, and finally my understanding of these issues gradually became clear.
[Analysis] The ratio represents the relationship between two numbers. The textbook selection is "What is the relationship between the length and width of the national flag", which is to let students understand that the ratio represents a relationship. There are many relationships between quantities. What kind of relationship does proportion represent? The textbook further tells students that this relationship between two quantities can also be described as ... This relationship, that is, the relationship of division, is derived from the two sentences "length is one third of width and width is one third of length".
So why write two examples? Only after reading the writing intention can I understand that the design of teaching materials respects the formation and development of the concept of ratio. The concept of ratio is produced by comparing the multiple relationship between two similar quantities. The multiple relationship between two similar quantities is called their ratio, in which one number is several times or a fraction of the other. Later, it was extended to the proportion of two different classes, so the development of proportion should be reflected in teaching, from the proportion of the same class to the proportion of different classes.
How to make students realize that comparison is the relationship of dividing two numbers? Since the score can represent the relationship between two numbers? Why learn to compare? Where is the value of the ratio? By studying "Teacher's Book", I found that students should be made to understand that: fractions can represent the relationship between division, and ratios can also be used; Both can express the relationship between two quantities. Fractions emphasize results, but are more flexible than expressions. It can be expressed in the form of several pairs or ratios, which is more intuitive, concise and easy to observe than fractions.
It can be seen that reading textbooks lies in reading content. In this process, teachers should clearly know the specific meaning of words, pictures and other expressions, but also understand the background knowledge of hidden ideas and methods, as well as the context of knowledge development and the intention of compiling teaching materials. Like the above example, what is the comparison besides understanding what the example is about? The history of the formation and development of the ratio? What are the connections and differences with related knowledge? Analyze the intention of compiling two examples in the textbook, the teaching tasks carried by each example and so on. Only by understanding these problems one by one can we understand the textbook rationally. Make this cause and effect clear, and you will have a deeper understanding of comparison. It can be seen that the intention of using the arrangement in the book deserves our deep thinking and analysis.
Third, the role of "living" in reading textbooks
The teaching materials are aimed at most areas and students. Therefore, the user book points out that teachers need to make appropriate adjustments to the teaching materials on the basis of fully understanding the cognitive characteristics of the students in this class, so as to make them more in line with the students' cognitive laws. Teachers need to combine local resources in teaching, introduce more elements of life appropriately, and strengthen students' perception. This statement only provides our teachers with more choices. Teaching can't be scripted, and it needs to be adjusted flexibly according to the actual situation of each knowledge point. For example, when we are writing in Tian Zi Gerry, we can write all kinds of fonts without going out of line and choose them reasonably according to our own needs. This is also the purpose of "using books" instead of teaching design. Otherwise, there will be thousands of people in our classroom teaching, and teachers will lose themselves, lose their direction and creativity, and become puppets of teaching design. This kind of teaching is boring. In view of this, we teachers must attach importance to the pilot value of "teachers' books" and guide us to understand and read textbooks.
? Xiangyang primary school in Yu Xia.