Focusing on the hot issues in the implementation of basic education curriculum reform, this paper studies and explores the content of "practice and comprehensive application" of primary school mathematics, and through the analysis of the current situation of primary school mathematics practice and comprehensive application teaching, thinks and explores how to teach primary school mathematics practice and comprehensive application class well. The main strategies adopted are as follows: first, "strengthen research and make clear the intention and goal of the activity;" Second, cooperate with the arrangement and reasonably adjust the content and time of the activity; Third, according to local conditions, appropriately increase the form and content of activities; Fourth, clear objectives and strengthen the control and guidance of the activity process; Fifth, pay attention to evaluation and monitor the process and results of activities.
Keywords: Reflection on the present situation of mathematics practice and comprehensive application in primary schools
Introduction: "Practice and comprehensive application" is a brand-new subject. In the specific implementation process, there are some problems in teachers' understanding and teaching of this course, and the present situation is worrying:
The current situation of 1 lacks the conditions for practical activities.
When it comes to the practice and comprehensive application of primary school mathematics, most teachers think of hands-on operation, a large number of teaching AIDS and learning tools, and ready-made curriculum resources. However, it is difficult for most primary schools to find teaching tools and related materials or CDs that match the new textbooks, which can be used for reference in learning practice and comprehensive application teaching.
Teacher A: This course can't be taught without hands-on materials.
Teacher B: Students' ability of independent exploration and cooperation and communication has not yet formed. It doesn't matter whether they go to primary school or not.
Teacher C: Without reference cases and suitable teaching resources, we won't go to class. In fact, it does not affect the quality.
These "no" have become an excuse for most teachers not to attend the comprehensive practical activity class, which has affected the implementation of practice and comprehensive application.
Status 2 is not the main test content.
Some teachers think that imparting mathematics knowledge and skills is the core of teaching, and getting higher scores is the goal of mathematics learning. It is difficult for practice and comprehensive application to appear in a form of expression directly from the examination papers of primary schools, and there is no way to test the teaching effect of teachers. Therefore, it doesn't matter whether you teach or not. Even if you do, it will naturally become reading materials for normal teaching or just pass by as an information window.
Status Quo 3 There is no way to choose the teaching method of practical activity class.
Because teachers and students have little experience and feelings about practice and comprehensive application, they lack methods to solve problems; Coupled with the narrow interaction between teachers and students, many teachers are at a loss in the face of practical activities, so they take summary classes, practice classes or review classes.
Status Quo 4 There is a gap between the arranged teaching content and the students' reality.
From the textbook of 1-6 grade, it can be seen that the teaching content of practice and comprehensive application generally comes from real life and is an extension of the other three knowledge fields, which is expanded through activities. However, some contents are far from the students' reality. For example, the first volume of the sixth grade, reasonable deposits, rural children are not familiar with savings deposits, let alone debt interest. For small nutritionists, students have no experience in this field at all.
How should practice and comprehensive application work? The author thinks that practice and comprehensive application is a learning field established by the new curriculum standard, and it is a student-centered learning activity. Its content is realistic, comprehensive and challenging. Students need to actively observe, experiment, guess, verify and communicate in the activities. Paying attention to and seriously carrying out teaching and research in this field is very important for changing students' mathematics learning methods and helping them to fully understand and understand mathematics. It is of great significance to improve students' ability to explore knowledge and solve problems. Every content of the textbook is to improve students' quality and cultivate their innovative consciousness and preliminary practical ability. The general paper-and-pencil exam, the so-called exam, is to examine students' mastery of basic knowledge and skills, while practical activities and comprehensive application are the basis of students' lifelong learning. You can't fail just because you don't take the exam, but you should do well.
1. Strengthen research and clarify the intention and objectives of the activity.
Teachers should first carefully analyze the teaching materials and make clear the intention of compiling the teaching materials and the purpose of the activities; Find out what knowledge to apply, what problems to solve and what experience to gain in activities. Plan activities in and out of class, and arrange teaching contents before, during and after class. Through the above thinking, the contents and methods of the activities are carefully designed, so that the practical activities are scientific, interesting and diverse.
For example, the textbook "Making Almanac", the new curriculum standard of People's Education Edition, is an activity arranged on the basis of the fifth unit, year, month and day. Its main purpose is to let students know more about the year, month and day and deepen their understanding of what they have learned. And let students be educated by respecting their elders and loving their families, and feel the application value of what they have learned. Before the activity, ask the students to find out the day of each month in the corresponding year. What day of the week is 1. Instruct students to investigate important festivals before class. Monthly 1 What day is it? Make a monthly calendar in class: make a complete annual calendar after class. Only in this way can we arrange the teaching process and choose teaching strategies as a whole, and carry out activities effectively in a limited time.
2. Cooperate with the arrangement and reasonably adjust the content and time of the activity.
For the comprehensive practical activities provided in the teaching materials, the content of the teaching materials should be adjusted reasonably and the activity time should be arranged according to the local conditions and the specific conditions of the students in this class.
In the activity of making almanac, the textbook requires making almanac, and the activity process includes making budget, buying materials, searching materials on the Internet, etc. One class time is far from enough, so you can arrange to make a budget before and after class, buy information, check information on the Internet, and make a calendar in class instead. After students learn to make calendars, making calendars can be done independently in their spare time.
3. According to local conditions, appropriately increase the form and content of activities.
The exercises provided in the textbook.