(1) There has been a new breakthrough in teaching objectives, and more attention has been paid to students' learning process and their emotions, attitudes and values. Teaching objectives scientifically and comprehensively reflect the basic starting point of mathematics curriculum and promote students' all-round, sustained and harmonious development.
(2) Teachers strive to create a classroom teaching environment in which students love and enjoy learning. Teachers can closely contact with students' reality, create a teaching environment, and let students learn mathematics in real situations.
(3) Carefully design and organize teaching activities, trying to provide students with a channel of "re-creation". Transform abstract mathematical knowledge into mathematical problems with living language, and let students explore, learn and understand with problems.
I will talk about personal understanding from three levels:
First, how to evaluate the teaching of "mastering knowledge" in primary school mathematics class, I think it should include the following contents:
1. Evaluation content of "Perception and understanding of new knowledge".
① The perceptual materials provided for introducing new knowledge should be rich;
② The selection of perceptual materials should include the essential attributes of new knowledge;
③ The induction in the perception stage is to facilitate students to enter the newly discovered fields and explore knowledge as soon as possible;
The determination of the intersection of old and new knowledge should be conducive to the positive transfer of students' cognition, and the guidance of teachers should help arouse students' thinking confrontation and successfully complete the assimilation or adaptation of cognition;
⑤ Attention should be paid to the use of teaching AIDS, which will help students to discover and understand the essence of new knowledge in a time-saving and high-quality way.
2. Evaluation content of "abstract generalization of new knowledge".
① The laying of thinking ladder should help students to observe, compare, analyze, synthesize, judge, reason and abstract in the process of revealing the essence of new knowledge.
② In the process of summing up new knowledge, students should go through a cognitive round-trip process with concrete thinking as the pillar, transition to abstract logical thinking, and concretize the abstract concepts they understand.
③ Students should correctly, comprehensively and deeply understand the summarized new knowledge; Students should abstract and summarize the essence of new knowledge correctly, comprehensively and simply, and express it concretely and rigorously; To achieve the teaching objectives stipulated in classroom teaching.
④ Give full play to the role of students' personality consciousness in seeking and acquiring new knowledge, and the quality and degree of the competition in which all members participate.
⑤ Whether the "input" of teachers in guiding students to acquire knowledge is directly proportional to the "output" of students learning how to acquire knowledge.
(2) the evaluation view of "developing ability".
The development of ability can only be obtained in the process of mastering knowledge. Without knowledge, ability becomes a castle in the air. "The development of ability must be combined with the process of imparting knowledge. Knowledge has its ability value. It condenses in knowledge. If you don't think about it, it will be black. If you don't pay attention to analysis and excavation, you will fail if you don't give full play to it in the process of imparting knowledge. " The cultivation of ability must be combined with knowledge system purposefully, planned and orderly, and gradually improved from low level to high level. Therefore, as far as the evaluation of the "development ability" of the comprehensive mathematics curriculum in primary schools is concerned, it should include the following contents:
1. Evaluation content of "semi-autonomous exercise" in class.
(1) Whether a given topic belongs to a basic topic closely related to new knowledge points; Whether it is convenient for all students to apply new knowledge directly plays a role in consolidating understanding and strengthening memory.
(2) In the process of guiding students to use new knowledge, whether teachers should base themselves on students' initiative to solve problems, pay attention to the training of thinking ability, highlight the formation of basic skills, and appropriately "help" and "release" instead of replacing students' reproduction of new knowledge.
(3) Whether the students' basic problem-solving skills, narrative reasoning or language expression ability of rules or problem-solving ideas have reached the prescribed teaching objectives.
(4) Whether the teacher's classroom summary at this stage hits the key points of students' performance and classroom patrol feedback; Whether "conclusion" helps students reproduce and develop new knowledge points.
2. The evaluation content of the level of "autonomous practice" in the classroom.
① Whether the exercise design at this stage consists of three types of questions with different requirements; Whether the arrangement of these topics is convenient for cultivating and improving students' ability to use knowledge independently to solve problems. The requirements for the three types of themes are as follows:
Low-level questions: slightly different from basic questions, its purpose is to let students use new knowledge independently to form skills and deepen their understanding and memory of new knowledge.
Intermediate questions: comprehensive questions with new knowledge as the main body. The arrangement of questions not only highlights moderate comprehensiveness, but also has certain thinking color, which is used to cultivate and train students' comprehensive ability and flexibility to solve problems.
High-level topic: a topic with strong thinking and slightly greater difficulty. This kind of topic does not exceed the limit of students' knowledge and thinking ability, and is used to solve students' psychological needs of "not having enough to eat", stimulate students' sense of competition, and promote students' thirst for knowledge and competitiveness.
(2) At this stage, whether the teacher gives students enough independent practice time (the interval is 10 to 15 minutes); Whether the teaching tasks at this stage have been well completed and the prescribed teaching objectives have been achieved.
3. The evaluation content of the level of "independent practice communication and classroom summary".
(1) When teachers organize students to practice and communicate independently, do they create a relaxed, harmonious, confident and democratic classroom atmosphere for students?
(2) Whether the teacher's communication and evaluation of students' problem-solving is based on cultivating students' innovative thinking, broadness and creativity; Are you committed to cultivating students' learning quality of being brave in exploration, making continuous progress, being meticulous and striving for perfection?
(3) Whether the classroom summary of teacher-student cooperation is concise and to the point, so that students can review the process of seeking knowledge, master new knowledge points and get enlightenment.
(3) the evaluation concept of "cultivating sentiment".
People's IQ is innate, while emotional intelligence is the result of acquired cultivation and hard work. According to the scientific community, a person's "IQ" only accounts for 20% of his success factors, and it is not "IQ" but "EQ" that really determines human wisdom. Therefore, the core quality of a subjective person is noble personality. It is urgent to cultivate students' moral sentiment and scientific quality through primary school mathematics classroom teaching. Therefore, the quality and degree of students' emotional input in the process of seeking knowledge should be taken as an important content to evaluate teachers' classroom teaching level. It is necessary to evaluate whether teachers combine "cultivating sentiment" with "mastering knowledge" and "developing ability" in classroom teaching. Do you spare no effort to do this and persevere?
Generally speaking, students' cognitive process, emotional process and will process are closely related. A correct understanding of students' learning is the basis of emotional activities and will activities; Good emotion can promote students' understanding and action; And a strong will can enable students to constantly improve their understanding and cultivate their sentiments, thus completing the established learning tasks. Evaluating students' "cognitive process" aims at clarifying students' level of revealing the nature of things and the relationships and laws between things, providing teachers with information on classroom teaching reform, helping to give full play to teachers' leading role and students' subjectivity in teaching, promoting students to master knowledge, acquire intellectual skills and develop students' creative ability. Evaluating students' "emotional process" is to make teachers pay more attention to the cultivation of students' good emotions and sentiments in classroom teaching. Evaluate students' "will process", so that teachers can know that good will quality is the necessary quality for students to become talents. Strengthen the teaching of sharpening students' will in teaching, so that students can have noble learning goals, win knowledge without arrogance and rashness, retreat after difficulties and never give up until they reach their goals.
Accordingly, the classroom teaching of mathematics in primary schools should evaluate the bilateral activities of teaching and learning around students' cognitive process, emotional process and will process.
(Last week, the seven research classes displayed in the mathematics teaching and research activities of primary schools in the city paid attention to the achievement of three-dimensional goals, especially to let students experience the process of mathematics learning. However, from the perspective of individual class examples, it also exposes the inadaptability of teaching materials in content compilation and the lack of teachers' control over open classroom strategies. Then, how to creatively use teaching materials and flexibly control the classroom according to the feelings of different students will be a subject worthy of in-depth study by the majority of experimental teachers. After the interactive class evaluation, the participants spoke freely about the seven classes, and had a comprehensive exchange from the aspects of content design, process implementation and method application, and discussed the focus and confusion in teaching practice such as "How to grasp the taste and story of mathematics in mathematics class". )
Examples of classroom teaching.
Your oral arithmetic methods are all good.
When teaching carry addition and abdication subtraction, students often come up with various oral calculation methods. According to the past habit, after they get all kinds of oral calculation methods, they will compare them, and then get the simplest oral calculation method, which is the example in the book, so that all students can learn this oral calculation method. In fact, in the process of comparison, everyone thinks that the simplest method is different, because each student's foundation and understanding are different. If they insist on unifying their thoughts, it seems too difficult for students. In fact, students will constantly adjust themselves in the learning process, from immaturity to maturity. So I'm positive about their method, and I don't want to call it the book method, as long as you think it's a good way to calculate accurately and quickly. When teaching oral arithmetic, I don't emphasize comparison, but focus on communication. In the process of exchanging algorithms, students constantly learn from each other and promote the development of self-cognition. As time goes on, it will naturally change from complex to simple. Instead of letting teachers deny students from the beginning, it is better to give more time to realize self-denial, which not only protects students' self-confidence, but also is conducive to the multi-directional development of thinking. Students will not have troubles that are inferior to others. They will think boldly and express their different opinions boldly. Isn't this the personality quality we expect?
What a great idea you have.
When teaching "how to pay", I asked "how to pay for 4.50 yuan books?" The students have come up with many ways of payment. "Which payment method is the simplest?" Students soon thought that the simplest way to pay for the least number of tickets is to pay for two 2 yuan tickets and 1 ticket with 50 cents. Suddenly a child raised his hand and said, I think the easiest thing is to hand in 1 5 yuan or 1 10 yuan. The students immediately countered his unexpected answer: "That's not exactly 4 yuan's 50 cents." "This method is impossible ..." The student was a little embarrassed. I think this answer is not the learning goal of this class, but it is not unreasonable. The idea was very realistic at that time, and people often pay money like this in life, so I said, "If you think it's wonderful, just pay RMB. It's really simple. "Praised by the teacher, he was very happy and confidently said he was looking for money.
Students' unexpected answers in class happen from time to time, sometimes even incredible, but they must not be denied at will. Protect students' enthusiasm, even if there are mistakes, we should lead them in the right direction. Effectively protecting students' self-confidence is conducive to the development of students' innovative personality and the play of their main role.
Traditional classroom teaching is facing severe challenges. Changing old teaching methods and establishing new teaching strategies have been urging us. You can't let yourself, teaching materials and classrooms bind students tightly in the designed circle, so that students' personality is suppressed and bound. To really care about students, we should fully respect the students' personality development, let students love learning and master learning methods while acquiring knowledge and cultivating skills, form a healthy learning mentality, and cultivate enterprising spirit and innovative personality quality.