First, the realistic background and significance of the subject;
The promulgation and implementation of "Mathematics Curriculum Standard" (experimental draft) in the compulsory education stage has made gratifying changes in teachers' teaching concepts and teaching behaviors, and indeed brought vitality and vitality to our mathematics classroom. However, some teachers' understanding of the spirit of the new curriculum standard is not deep enough, which leads to some bad phenomena such as "flashy" and "false prosperity" in some math classes, which has a certain negative impact on teaching efficiency:
One of the phenomena: mathematics classroom pays too much attention to the situation of classroom teaching, which can be said to be racking one's brains to create the situation. In particular, some math open classes and competition classes are indistinguishable from right and wrong, which seems to be divorced from the situation, so they are not math classes under the concept of new curriculum standards.
Phenomenon 2: "Mathematics activities" in mathematics classroom only see "activities" but not "mathematics", and the process of mathematical thinking activities such as observation, operation, comparison, generalization, conjecture, reasoning and communication can not be properly reflected, which makes mathematics classroom lose its "mathematics taste".
Phenomenon 3: The math classroom atmosphere is dull, the teacher is full of lectures, the students are sleepy, and there is no laughter in the classroom.
No ideological confrontation, dull thinking.
In the face of these "phenomena" worthy of our consideration, it is obviously not the way to wait and see, because the fundamental reason for these phenomena is that some of our teachers ignore the presentation of the true naturalness of mathematics classroom, and mathematics classroom should first be based on naturalness teaching. The concept of "dynamic generation, truthfulness and effectiveness", which has attracted much attention in curriculum reform, is precisely the pursuit of the true return of the classroom. It means that in the lively and changeable teaching process, teachers always pay attention to the important provider of "students" and make adjustments at any time according to the real situation of students, forming real interaction between teachers and students, honing and inspiring each other, thus making the mathematics classroom more attractive because of its authenticity. This is also the significance of this study.
Second, a summary of similar research at home and abroad;
True colors, ideologically from the Taoist thought of returning to nature; In literature, the mainstream of the "theory of true colors" in the Northern Song Dynasty is respecting words, elegant words and beautiful words, so that in the early Southern Song Dynasty, "words are based on feelings", and a series of scholars have fully understood and debated the true colors.
True color education is to fully respect the naive and natural quality of the educated objects, guide them to strengthen their kindness and fraternity by observing the beauty and harmony of the world, enrich their observation of the world, and form natural self-correction in their growth. Teachers engaged in education and teaching under this concept will become optimistic, true, interesting and enterprising.
In the 11th Five-Year Plan of national educational science, the theoretical and practical research topic of "natural classroom guidance" was put forward. In July 2009, Li Conghua established a natural mathematics classroom from four aspects: situation creation, inquiry activity, cooperative learning and classroom evaluation. This topic mainly studies the essence of mathematics classroom teaching from the characteristics of junior middle school mathematics subject and the cognitive law of middle school students, and at the same time explores and studies what is the essence of mathematics classroom in rural middle schools in China. The research of this topic is carried out under the background of basic education reform in the new century and under the guidance of the most advanced mathematics teaching concept in the newly formulated national mathematics curriculum standard. Therefore, it must be more in-depth, more specific and more reflective of the characteristics of the educational reform than previous studies.
Third, the content and expected goal of the study;
(1) Expected target;
Overall goal: "A thousand teachers teach people to seek truth, and a thousand students learn to be human." Mathematics classroom is a pragmatic classroom. True colors are the foundation of classroom existence, the ultimate beauty of classroom and the ideal classroom we pursue.
The breakdown is as follows: Target (1)
1, constantly improve in practice, deepen the knowledge and understanding of the interest and life of mathematics teaching in middle schools, and explore the formation of mathematics teaching concepts.
2. Explored and formed a series of characteristic mathematics classroom teaching methods in middle schools.
3. Explore the formation of a scientific and reasonable evaluation system for middle school mathematics learning.
Goal (2)
Knowledge and skills
1, master the basic knowledge and skills of number and algebra.
2. Master the basic knowledge and skills of space and graphics.
3. Master the basic knowledge and skills of statistics and probability.
Mathematical thinking
4. Establish a preliminary sense of numbers and symbols and develop abstract thinking.
5. Establish a preliminary concept of space and develop thinking in images.
6. Develop the concept of statistics and have a preliminary concept of probability.
7. Develop rational reasoning ability and preliminary deductive reasoning ability in mathematical activities.
solve problems
8, in view of real life, initially learn to ask questions from the perspective of mathematics.
9. I will use mathematical thinking methods to analyze and solve problems, form some basic strategies to solve problems, experience the diversity of problem-solving strategies, and cultivate practical ability and innovative spirit.
10, learn to cooperate and communicate with others in mathematics.
1 1, and initially formed the consciousness of evaluating and reflecting on their own mathematical practice.
Emotion and attitude
12, understands the value of mathematics, has a strong interest in mathematics learning, and can actively participate in mathematics learning activities.
13, love life, love nature and love human society.
14, build self-confidence and strong will.
15, brave in exploration and keen on innovation.
16, forming the attitude of seeking truth from facts and the habit of questioning and thinking independently.
(2) Research contents:
1, interesting nature class. "Interest is the best teacher." What interests students makes them get carried away and enjoy it. Interesting math class can make students feel comfortable and safe, actively express what they see, hear and feel, and be willing to share their understanding with others. Mathematics learning pays attention to both results and process, arouses students' enthusiasm with interest, enables students to experience the formation process of knowledge, think with their brains, speak with their mouths, see with their eyes and do with their hands ... so that students can have no time to take care of themselves in mathematics classroom learning, concentrate on exploration and innovation, and improve their personal ability and quality.
2. The classroom of mathematics. Engels once brilliantly pointed out: "The object of pure mathematics is the relationship between space and quantity in the real world." This makes us face up to the fact that the description form of mathematical objects is highly abstract. Mathematics curriculum standard also puts forward: "Mathematics teaching is the teaching of mathematics activities". Mathematics teaching is not only the teaching of mathematics knowledge, but also the teaching of knowledge. More importantly, we should link these knowledge ideas with the methods and strategies to solve problems, and pay attention to guiding students to understand the thinking methods of mathematics. Our students will learn the true colors in math class: concepts, calculations, ways of thinking, etc. These are the core elements that constitute the "mathematical taste" of mathematics curriculum.
3. Life-oriented classroom. Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft) points out that "mathematics is an indispensable tool for people's life, labor and study" and that "students' mathematics learning content should be realistic, meaningful and challenging", and also points out that "mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience." Mathematics originates from life, and there is mathematics everywhere in life. All these emphasize that mathematics teaching must put students in real life situations and let students experience the process of abstracting practical problems into mathematical models. In addition, students should be allowed to transfer their mathematical knowledge and skills to real life to solve practical problems in life. Mathematics teaching should aim at the best contact point with students' life experience and build a bridge to make mathematics knowledge lively and interesting because it is close to life. So as to enhance students' inner drive to learn mathematics well, stimulate students' strong interest in learning mathematics, and improve their mathematical literacy and practical application ability.
Fourthly, the operational measures and practice of the study;
research method
1. investigation and research method: mainly use the investigation method to study the factors that restrict the classroom in current teaching.
2. Case study method: study the difference between natural teaching and traditional teaching, verify the superiority of natural teaching with comparative methods, and collect excellent cases.
3. Action comparison method: evaluate the comprehensive quality of students' ability improvement and grades, and then compare with parallel classes.
(2) Research measures
1, get rid of the exam-oriented education mode, actively change teaching ideas, strengthen theoretical study, unify ideological understanding, strengthen the awareness of teaching reform, and clarify the requirements in the syllabus.
2. Fully tap the potential of teaching materials, creatively use teaching materials, design appropriate scenarios, and stimulate students' potential to analyze, solve and create problems.
3. Carry out the practical viewpoint in the mathematics classroom and put the mature and complete mathematics knowledge into practice.
4. Investigate the practical effect, effectively record the feedback and effect of students in class, discuss and reflect with team members in time, and modify or redesign the shortcomings.
5. Steps and division of labor of research;
① Preparation stage: 65438+February 2008-February 2009, theoretical study and exploration stage, focusing on Ye Shengtao's teaching philosophy and classroom practice theory, learning the latest related theories, and putting into the experiment with conscious behavior and high enthusiasm.
② Specific practice stage: March 2009 -2065 438+00, guiding classroom practice with brand-new ideas and the experience of "pioneers".
③ Summary and induction stage: August 20 10 —— February 2065438+00 10. Summarize, reflect, file and write a summary report according to the assigned tasks. He Yingchun is responsible for the overall work and writing the closing report; Yang is responsible for all kinds of lists; Wang Haizhen is responsible for the collection and summary of cases; Sun Xiaomin is in charge of proofreading cases.
VI. Safeguard measures for the research of the subject
1, organizational guarantee. Set up a research group, with He Yingchun as the team leader, Sun Xiaomin as the deputy team leader, and the math teacher of Grade One as a member. Except for special reasons, no one may terminate the research.
2. Institutional guarantee. The research group holds a regular meeting of the research group every month. The basic contents and procedures of the meeting are as follows:
(1) Report the research progress and progress of each sub-research group;
(2) Problems encountered in the research;
(3) exchange ideas, information and trends;
(4)*** and the research, induction and extraction of students of all grades;
(5) Arrange and deploy the next stage of work. Each sub-research group holds a regular meeting every two weeks. The basic contents and procedures of the meeting are: exchanging information, exchanging ideas, information and trends; Summarize the success or failure in the research process; Organize study and arrange the next stage of work.
Seven. Expected research results
1, research report
2. Case Collection of Natural Color Teaching
3. Papers related to the teaching and research of the true colors of mathematics.