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.
How to describe the goal of primary school mathematics teaching refers to the direction and expected result of teaching activities, which is the starting point and final destination of all teaching activities. It is not only related to educational goals and training goals, but also different from them.
How to write the teaching goal of primary school mathematics is not only the starting point of teaching activities, but also the preset possible result. The teaching objectives of primary school mathematics include not only the requirements of knowledge and skills, but also the requirements of mathematical thinking, problem solving and students' feelings and attitudes towards mathematics.
For example, in the same course, because the two teachers set different teaching objectives, two different levels of teaching design have been formed.
A teacher's teaching goal for the course "Determining Position" is: "Mastering the method of determining position with' number pairs' can determine the position of objects with' number pairs' on grid paper." Based on this goal, the teacher gave each student a card with columns and rows, let the students stand in front with the card, and then find the corresponding position according to the requirements on the card. Finally achieve the teaching goal. From the goal determination and teaching process design of this course, the cognitive teaching goal is the main body. Although the teaching design is simple, taking into account students' original knowledge base and life experience, it leads to students' single cognitive development and lack of good emotional experience and opportunities to solve practical problems with knowledge. Another teacher's teaching goal of "orientation" is: "Let students explore the methods of orientation in specific situations. Ask students to use "number pairs" to determine the position of objects on square paper; Let students feel the close connection between mathematics and life in specific situations, independently discover and solve mathematical problems, gain successful experiences from them, and establish confidence in learning mathematics. " Under the guidance of this goal, teachers first let students try to describe a classmate's position in the class with the simplest mathematical method, and then classify and compare the different representations of the classmate. On this basis, different representations of the characteristics of * * * are obtained-all of them use "the third group and the second group" to describe this classmate's position in the class. At this time, the teacher pointed out that this classmate's position can actually be expressed by (3,2), which is mathematically called "number pair". The reading and writing method of "number pair" is jointly studied by teachers and students. The teacher said, "Count right". Please sit in the corresponding position and stand up. The other students use gestures to judge right and wrong. In this process, students not only master knowledge, but also enjoy success and experience happiness.
Through the comparison of the above two teaching designs, we really feel that to determine the appropriate teaching objectives, we must correctly handle the relationship between curriculum standards, teaching materials and students' level, and at the same time pay attention to the different levels of cognition, emotion and motor skills.
The classification of educators' goals provides a basic basis for us to determine teaching goals. When designing primary school mathematics teaching, we should consider these three target areas as a whole, and treat higher-level goals as the theme and fundamental purpose that affects the content. Only in this way can we determine the appropriate teaching objectives.
How to set the goal of primary school mathematics teaching is the starting point and destination of classroom teaching, and it is the soul of classroom teaching. It plays a regulating and controlling role in students' classroom development, and ultimately determines and dominates the direction and degree of students' development. The teaching goal is the change of students' behavior that teachers and students need to achieve through teaching activities. This behavior change is marked by the learning level that students should reach when teaching is completed. The specific definition of the goal should be based on the requirements of the syllabus.
How to determine the goal of mathematics teaching in primary schools
Design teaching objectives should be specific, and design teaching objectives should be linked with reality.
Respect the individual differences of students, implement hierarchical teaching and carry out positive evaluation.
Appropriate evaluation cultivates students' sense of participation
How to design the goal of primary school mathematics teaching: 1. Cultivate students' learning consciousness of experiencing mathematics learning process and methods, and form good learning habits. The implementation of the goal of "process and method" in class requires students to have the learning consciousness of "experiencing the process and method of mathematics learning" in their minds and form long-term habits. Confucius, a famous educator, once said, "Teenagers are native to the country and used to it." Good study habits benefit people for life. In the new wave of curriculum reform, cultivating students' good study habits is the primary task of teachers. At the same time, the new curriculum standard clearly puts forward that changing students' learning style is the primary task of this curriculum reform, and students are the main body of learning and development. Mathematics curriculum must pay attention to students' individual differences and different learning requirements, and care for students' curiosity and thirst for knowledge according to their physical and mental development and learning characteristics. Fully stimulate students' awareness of active learning and enterprising spirit, and advocate the learning method of independent cooperation and inquiry. Looking at the current mathematics classroom teaching in primary schools, students have experienced the process of mathematics learning independently, and their awareness of experiencing mathematics learning methods is weak. There are some passive problems in learning methods. At the same time, students lack the study habit of independent inquiry and cooperative learning and the opportunity to acquire knowledge independently, and teachers are even more backward in concept. Therefore, the cultivation of students' innovative spirit and practical ability is neglected. In the practice of primary school mathematics classroom teaching, how to motivate students to experience the process and method of mathematics learning independently, so as to cultivate students to participate in rich and vivid thinking activities, experience a learning process of practical and innovative learning, actively acquire knowledge, have the ability to apply knowledge to solve practical problems, and gain their own development? Let's talk about how to stimulate students' learning awareness and cultivate students' learning habits in classroom teaching under the new curriculum concept. Stimulating learning consciousness depends on the guidance and inspiration accumulated in classroom teaching. Only with such lasting guidance and inspiration can students be willing to take the initiative to learn and form lasting study habits. For example, when I was teaching the second book Average Score of Grade Two, I made an intuitive multimedia courseware combining the age characteristics of primary schools before class. In class, I used multimedia courseware to show the students the theme map of spring outing in the book. When I saw the colorful pictures, my classmates' attention was immediately attracted. They held their heads high and stared at the big screen, eager to know. Then, with the help of their strong thirst for knowledge, I explained to them in detail what a score is, how to score it and what a score is called an average score. The students had a preliminary impression of the literal meaning of "average score", but then some students asked, "Teacher, I know that everyone grades when grading. I am glad to hear that students have such doubts, because my preset goal of stimulating learning consciousness has been achieved, and it is logical for students to explore the "average score" themselves. In this way, the use of multimedia stimulates students' desire to explore knowledge, and students' awareness of doing things by themselves follows, which means that the implementation of the goal of "process and method" has taken a successful step, and over time, habits have been formed by cultivating students' awareness of learning. Second, stimulate students to experience the process of mathematics learning, experience the learning interest of mathematics learning methods, and mobilize learning enthusiasm. The implementation of the goal of "process and method" in the classroom also requires students to have a positive learning attitude of "experiencing the process and method of mathematics learning", which comes from a strong interest in learning. Learning interest is an important psychological component of students' learning motivation, and it is a powerful internal motivation to promote students to explore knowledge and acquire ability. In the teaching activities under the background of the new curriculum concept, students are no longer passive educatees, but conscious and active participants and the main body of learning activities. Only when a teacher creates a situation that conforms to and adapts to students' learning according to their age characteristics, psychological characteristics and level can students actively participate, actively acquire knowledge and consciously train their skills, thus achieving the purpose of teaching. Confucius, a famous educator in ancient times, once said: "A good scholar is not as good as a good scholar, and a good scholar is not as happy as a scholar", and ushinski, a Russian educator, once said: "Compulsory learning without any interest will stifle students' willingness to master knowledge". Therefore, in classroom teaching, only by fully mobilizing students' learning enthusiasm and changing them from "I want to learn" to "I want to learn" can we improve students' quality in an all-round way and truly implement one of the three-dimensional teaching objectives under the new curriculum concept. Then, let me talk about how to stimulate students' enthusiasm for experiencing mathematical processes and methods in classroom teaching. In the teaching of finding the law of graphic changes, I first collected a large number of beautiful pictures in my life, and then used them as "tablecloths" to decorate a warm "bedroom". In class, I showed this beautiful "bedroom" to my classmates and asked: What math knowledge did you find in this beautiful "bedroom"? Then the students enjoy the "bedroom" with questions. After enjoying it, everyone began to report their findings. Student A said, "I found that there are four walls in the dormitory, and each wall is decorated with beautiful tablecloths. "Student B said," I found that the color and pattern of the tablecloth on each wall are different. " Student c said, "I found that every line on the tablecloth on each wall is different." "Student D said," They are not only different, but also seem to have certain rules. "Student E said: ... and so on, the students all started their little brains, expanded their imagination and expressed their views. After hearing their answers, I asked while the iron was hot: "Just now, some students mentioned that the arrangement of tablecloths on each wall has certain rules, so what are the rules?" The teacher really wants to know, do you want to know? " The student replied, "Yes!" Then I asked, "How should I know? The sacristy replied, "We will know when we put it in our hands!" " I just finished this sentence, and before I could say the specific requirements, the students couldn't wait to start work. I was glad to see what I saw. I don't need too much guidance to experience the process and method of mathematics learning in this class. At the same time, I believe that students will explore the changing law of graphics with such full enthusiasm for learning! As the saying goes, "Interest is the best teacher". Only by stimulating students' interest in learning and their enthusiasm for learning can the realization of classroom goals be solved easily. Third, guide students to master the methods of experiencing mathematics learning process and thinking, and form the ability of autonomous learning. In order to implement the goal of "process and method" in classroom teaching, the most important thing is that teachers should change their roles, change "guides" into "guides", and guide students to master the methods of experiencing mathematics learning process and thinking. The new curriculum advocates promoting students' all-round development, and teachers are the guides for students' all-round harmonious development, independent development and personality development. Therefore, teachers need to reposition their roles, change their former "professors" into "guides", guide students to use existing knowledge and experience, actively explore the occurrence and development of knowledge, and guide students to question, investigate and explore in practice, and develop independently and freely. Especially in mathematics class, teachers are no longer "teachers", but explorers with correct educational concepts, reflective ability and good cooperative spirit. Teachers should help students to establish appropriate learning goals, let students achieve their learning goals in pleasure, guide students to form good study habits, master learning methods and develop cognitive ability. Starting from children's experience, create rich teaching situations, stimulate students' learning motivation, cultivate students' interest in learning, encourage students to bring all kinds of knowledge and practical experience they have mastered into mathematics classroom, advocate autonomous learning, enable students to experiment, observe, explore and discuss by themselves, and make them devote themselves to learning activities, learn happily and master new knowledge. For example, when I was teaching "Calculation of Rectangular Area", I led the students to review the concept of "area" before class, that is, "the size of the surface or plane of an object". Then I designed such a teaching clip: Teacher: Students should first talk about your understanding of rectangular area according to their own understanding of the concept of area. Health report. Teacher: According to the students' answers just now, let's sum up what is the area of a rectangle. Health (Qi A): the size of a rectangular surface. Teacher: We already know the area of the rectangle. Now, let's use our brains to think about how to know the area of a rectangle. Report after thinking: hands-on experiment. What should I pay attention to or know before the experiment? Teacher: Let's listen to the teacher first. What we want to know is the area of a rectangle. Now there are countless small squares with an area of 1 square meter in our school tools. Can we try to know the area of a rectangle just now by using these small squares with the area of 1 square meter? (Yes) But what should I do? Health: Fill the rectangular surface with these small squares with an area of 1 square meter. How many small squares are put in, the area of this rectangle is how many square meters. Teacher: OK, we just discussed this idea, and then let's start an experiment! The experiment is finished. Teacher: In the future, no matter whether you are working or studying, you will definitely encounter many problems in finding the rectangular area. It is definitely impossible to place it by hand like just now. While doing the experiment, we will discuss whether there is a better and more convenient method. (For example: get the formula, use the formula to calculate) Students continue to experiment ... In the above teaching, I am only a guide for students to explore and experience new knowledge, and the secrets are discovered by their own hands-on practical experience. This teaching process not only puts the goal of "process and method" in place, but also caters to the new curriculum concept. In a word, the research on the implementation of the teaching goal of "process and method" in mathematics classroom teaching is of far-reaching significance. The continuation of this research needs the repeated practice and discussion of the majority of mathematics teachers working in the front line.
How to implement the goal of primary school mathematics teaching 1 Do a good job in teaching content design and optimize students' thinking space.
It is very necessary for teachers to grasp the teaching objectives according to the teaching materials, and to teach the difficult points in the classroom, but it is also very important to consider leaving enough room for students to think and grasp the scale of the problem in the process design. In the process of implementing the main channel of quality education-classroom teaching, students' dominant position should be fully highlighted and implemented.
2. Carefully create problem situations to stimulate the desire to explore actively.
The so-called problem situation means that a problem is difficult and can be solved by your own efforts. An appropriate problem situation has two characteristics: first, it is in the development zone with the closest level of students' thinking development, and students can see and understand their learning desires; Second, there is a certain interest, which can arouse students' interest and curiosity. When students are studying, they are often exposed to a situation, not a realistic condition. Creating appropriate problem situations can fully stimulate students' thirst for knowledge, create a pleasant learning atmosphere and promote students' active exploration of knowledge. In this case, as an important form of classroom teaching, questioning should be scientifically designed. It must be able to arouse students' deep and serious thinking with relish, to promote students' valuable thinking activities, to arouse extensive associations and to get regular understanding.
How to achieve the goal of primary school mathematics teaching, prepare lessons carefully before class and choose the appropriate teaching process? The success of a class is directly related to the quality of preparation before class. Teachers should be fully prepared. For example, consult various information materials, store abundant relevant knowledge, choose appropriate teaching methods, carefully design teaching links, prepare appropriate teaching means and appliances, deepen the understanding of teaching content, enhance adaptability, accumulate knowledge, experience and ability to deal with problems generated by students, and master certain geographical skills. In the process of teaching design, teachers should actively participate in the development and design of curriculum resources, creatively integrate, process and use teaching materials, change from "teaching materials" to "teaching with teaching materials", teach students to learn, develop their emotions, cultivate good study habits and improve their learning ability.
How to implement the primary school mathematics teaching goal The general goal of mathematics curriculum pointed out in the training plan of "Mathematics Curriculum Standard" is: students acquire important mathematics knowledge, basic mathematical thinking methods and necessary application skills necessary to adapt to future social life and further development through mathematics learning in compulsory education stage; Initially learn to use mathematical thinking to observe and analyze the real society, solve problems in daily life and other disciplines, and enhance the awareness of applied mathematics; Experience the close relationship between mathematics and nature and human society, understand the value of mathematics, enhance the understanding of mathematics and the confidence to learn mathematics well; Have the initial spirit of innovation and practical ability, and can be fully developed in emotion, attitude and general ability.