Orchids are beautiful, chrysanthemums are fragrant, and you can't forget to learn and think.
On the afternoon of June 65438+1October 65438+March, Zhang Hongna, a well-known teacher in China and a teacher in Xuchang Primary School Mathematics Teaching and Research Section, led us to have a deep study of primary school mathematics textbooks with the theme of "Research on the Teaching Practice of Reading Textbooks". With the help of the topic "Exploration and Practice of" Thick Classroom "in Primary Mathematics" as the background topic, Mr. Zhang showed you what the thick classroom was studying in the form of a framework.
Teacher Zhang's emphasis on the classroom is to pursue the five senses and highlight the five flavors. Mathematics classroom pursues five senses: the first emotion is the lubricant of interpersonal communication and the silent language, so our classroom must have passion and true feelings. Second, as Professor Ye Lan pointed out, our classroom must be solid, authentic, simple and substantial. The third motivation is initiative, initiative, interactivity and vividness. Students are active, classroom teaching activities are full, and there is a vivid situation of teacher-student interaction and student-student interaction in the classroom. The fourth inspiration is that classroom presupposition is beautiful, but accidents will inevitably occur. At this time, it is very important for teachers to control the classroom flexibly, skillfully and tactfully. The fifth feeling is that classroom teaching should be effective and efficient. These five senses actually apply to all classes.
Mathematics class should also highlight the five flavors, mathematics is the first one, and the main flavor of mathematics class must be mathematics flavor. The second taste of life, the new curriculum standard points out that we should understand the relationship between mathematics knowledge, mathematics and other disciplines, mathematics and life. The taste of the third culture, every knowledge is an important part of culture. If the culture contained in this subject and the cultural connotation highlighted in each subject classroom are reflected, children's academic literacy will naturally improve, while the literacy of each subject will improve, and children's comprehensive literacy will naturally improve. Teachers should understand mathematics culture and history.
The fourth interest is to cultivate interest in mathematics. Every class is very interesting, very interesting. Children are naturally curious about mathematics and like math classes. There are three goals in math class: 1. Let most children not hate math and accept it. 2. Let several children learn mathematics and enjoy it. 3. Let a few children learn mathematics and establish lifelong research on mathematics. Fifth, be a man, pay attention to emotional experience, pay more attention to underachievers, give them more care, communicate more emotionally, and exchange true feelings with sincerity and true love.
Emphasis on classroom pursuit of five senses, highlighting five flavors. To achieve this goal, the key lies in teachers. If the classroom is heavy, the teacher must be heavy first. To have a heavy class, we must first have a heavy teacher. With what? Practice well, practice well; Teach what? Concentrate on the study of teaching materials; To whom? Sincerely read students; How to teach? Seriously analyze the classroom; How is teaching? Have a heart to reflect.
Teacher Zhang pointed out that today I want to talk about how to read a thin textbook thick, that is, read a textbook thick. What kind of teaching material view should be established? Teacher Zhang pointed out that for teaching materials, we should "rely" rather than "rely" and "trust" rather than "fascinate".
So how do you learn textbooks? Teacher Zhang put forward the basic ideas of learning textbooks: starting from teaching material analysis's understanding, following the ideas of accepting, comparing and questioning, accepting and thoroughly understanding textbooks, vertically comparing old and new textbooks, horizontally comparing different versions of textbooks, and selecting appropriate resources according to classroom conditions, so that we can boldly question the development problems when learning textbooks; Re-creation on the basis of textbooks should follow the idea of perfection and transcendence, and everyone can become a developer of textbooks.
The basic strategy of learning textbooks is: 1. Pay attention to the basic structure of the whole set of teaching materials, sort out the distribution of the main contents of each chapter and volume according to the catalogue of teaching materials, and grasp the stage and continuity of teaching objectives. Teacher Zhang suggested that everyone should stand tall and go through the four fields in the textbook to be familiar, comprehensive and proficient at three levels: reading the textbooks of other disciplines, integrating with other disciplines, and making students feel that the disciplines are interlinked; To read through the textbook, you must have teaching experience from grade one to grade six, because with the great cycle teaching, you will have a deep understanding of the structure of the textbook, and you will be able to use it freely no matter which link of the textbook; After finding a suitable learning section according to your own personality characteristics, you must master the knowledge of this learning section; A thoughtful teacher is not only limited to sorting out the knowledge of teaching materials, but also thinks about a series of problems and carefully designs the teaching process that is most suitable for students. 2. Analyze knowledge points according to examples, divide class hours, and determine the teaching objectives of class hours. We must have a holistic view and pay attention to the connection of mathematics textbooks in primary and secondary schools. 3. Analyze exercises according to examples, pay attention to the matching and correlation between examples and exercises, and distinguish the levels of exercises.
Then, combined with several typical classes he had attended, Mr. Zhang explained in detail the specific methods of thick research teaching materials. Methods 1, grasp a kind of knowledge as a whole and think about "scale": what is "scale"? Teacher Zhang's interpretation is professional and accurate. Where should I put the scale? After consulting materials and self-reflection, Mr. Zhang found the correct position of the scale. How are the textbooks arranged? What is the relevant knowledge base that students have? What are the thinking characteristics of students learning this lesson? What kind of foundation should teaching lay for students' future study? In the layers of questioning, the teaching objectives and difficulties of "scale" come to the fore, and effective teaching design comes naturally.
Method 2, the unit textbook-supplement and adjustment, taking "true score and false score" as an example, after adjustment, teachers can start with the disc in their hands to express the score, so that students can easily express a quarter to three quarters of a piece of paper, and teachers can ask questions in time. Can they express a fifth? In the problem, it is not enough for middle school students to understand a unit of 1. In constant dialogue and communication, teachers lead students to think that two pieces of paper at the same table can display five quarters together, and the necessity of cooperative learning can be reflected. After further discussion, various results showing several quarters are obtained. Combining the knowledge of true and false scores in classification has laid a good foundation for subsequent study and solving the practical problems of score multiplication and division. Teacher Zhang presented his real practice to everyone without reservation, which stimulated the students' research consciousness and won applause.
Method 3: Ask questions in class. Teacher Zhang took "the area of parallelogram" as an example and made the following thoughts: How to teach "the area of parallelogram" well? What is the original ecological understanding of parallelogram area algorithm for students? Counting the area, why is it less than one grid to calculate half a grid? Whose idea was "parallelogram can be turned into rectangle"? Do students have to go through the process of "cutting and spelling"? Do students really understand the "corresponding base and height" of parallelogram? What is the teaching value of comparing the area of parallelogram and rectangle before and after pushing and pulling? What kind of mathematical thinking method should be infiltrated in parallelogram area teaching? With questioning, constant questioning and constant pursuit, Mr. Zhang designs teaching on the basis of students' existing knowledge, approaches new knowledge step by step, and finally helps students construct new knowledge.
Teacher Zhang's lecture is full of the earnest persistence, painstaking research and dedication of education experts, which inspires people to forge ahead and guides the direction, so that we firmly believe that Do not forget your initiative mind will forge ahead!