Part I: Understanding of the Mathematics Curriculum Standard for Compulsory Education Compared with the 20 1 1 version of the curriculum standard, the new curriculum standard has improved the training objectives, optimized the curriculum and refined the implementation requirements. The original curriculum standard lacks specific provisions on "how much to learn", and teachers lack scientific basis for grasping the depth and breadth of teaching. The new curriculum standards are all interpreted in detail, so that we can "have standards to learn". Under the guidance of the new curriculum standards, front-line teachers need to actively change their concepts, not stick to old experience, and actively respond to new challenges in the new era!
First, new words appear one after another, highlighting the changes in the overall direction.
The new curriculum standard has an independent preface, which contains the requirements of various disciplines. The nature of the course and the basic concept of the course are separated (the curriculum standard of 20 1 1 is in the preface), and the academic quality part is added. Many new words are found in the preface: Bacon casts souls, enlightens the mind, increases wisdom, faces new challenges, keeps pace with the times, develops core literacy, develops for life, reduces burdens and improves quality, and so on.
The new curriculum standard has improved the training objectives, optimized the curriculum and refined the implementation requirements. With regard to curriculum standards, the orientation of curriculum education has been strengthened, the structure of curriculum content has been optimized, academic quality standards have been formulated, guidance has been strengthened, and the convergence of learning links has been strengthened. At the same time, the new curriculum standard puts forward hope for the vast number of educators: "I hope that the vast number of educators will be diligent and conscientious, constantly innovate and practice, turn the blueprint for educating people into reality, and cultivate generations of new people with ideals, skills and responsibilities, and make new and greater contributions to the great rejuvenation of the Chinese nation."
Second, constantly innovate ideas and highlight the goal and direction of mathematics teaching.
The new curriculum standard constantly highlights new ideas from the aspects of curriculum nature, curriculum concept and goal, academic quality, curriculum implementation, etc., and defines the goal of mathematics teaching and the training direction of students.
1, the new curriculum standard clarifies the role of teaching materials and the educational objectives of the school.
The new curriculum standard points out the role of the curriculum materials: "The General Secretary has repeatedly stressed that the curriculum materials should play the role of casting souls with bacon, enlightening and increasing wisdom, and reflect the latest achievements of Marxism in China, the features of China and the Chinese nation, the basic requirements of the party and the country for education, the basic values of the country and the nation, and the accumulation and innovation of human cultural knowledge"; The goal of school education should be "to change education from' learning' to' learning', to further clarify' who to train, how to train people and for whom', and to optimize the blueprint of school education"; The direction of education should focus on the development of China students' core literacy, cultivate students' correct values, necessary character and key ability to adapt to future development, guide students to define their life development direction, and grow into socialist builders and successors with all-round development in morality, intelligence, physique and beauty.
The goal and direction of educating people are clear. Teachers should change their teaching concepts, follow the laws of students' physical and mental development, innovate teaching methods, keep pace with the times and pay attention to developing students' core literacy.
2. The new curriculum standards have established the curriculum objectives and teachers' teaching direction.
The new curriculum standard establishes the curriculum goal oriented by core literacy: "The curriculum goal is based on students' development, oriented by core literacy, and further emphasizes that students acquire basic mathematical knowledge, basic skills, basic ideas and basic activity experience (referred to as' four basics'), and develop the ability to find, ask, analyze and solve problems by using mathematical knowledge and methods (referred to as' four abilities')".
Mathematics teaching should carry out the fundamental task of moral education and strive to achieve the training goal of compulsory education. Through teaching, students can observe the real world with mathematical eyes, think about the real world with mathematical thinking and express the real world with mathematical language. Let everyone get a good mathematics education, let different people get different development in mathematics, and gradually form the core literacy to meet the needs of lifelong development.
Therefore, mathematics teaching should pay attention to the hierarchy and diversity of mathematics knowledge and methods, design effective teaching activities that can promote students' development, and carefully organize and effectively implement them. The new curriculum standard points out that "teaching activities should pay attention to inspiration, stimulate students' interest in learning, arouse students' thinking, encourage students to question and ask difficult questions, guide students to find and ask questions in real situations, and analyze and solve problems by means of observation, guessing, experiment, calculation, reasoning, verification, data analysis and intuitive imagination; Promote students to understand and master the basic knowledge and skills of mathematics, experience and apply mathematical ideas and methods, and gain basic experience in mathematical activities; Cultivate students' good study habits, form positive emotions, attitudes and values, and gradually form core literacy. "
Third, innovative ways, focusing on the all-round development of students
Whether in the part of curriculum concept or in the part of curriculum implementation, it is emphasized to set the overall goal first, then grasp the content as a whole, and then choose the appropriate way to further strengthen integration and practice. In order to better realize the educational goal, we should also pay attention to the integration of information technology and mathematics teaching, and at the same time give full play to the educational orientation of good evaluation to promote learning and teaching.
The new curriculum standard has repeatedly mentioned that teachers should improve, innovate and enrich teaching methods to promote the change of students' learning methods. For mathematics learning, it is required to improve students' autonomous learning ability and highlight students' dominant position. Students' learning should be an active process, learn to think and ask questions actively, and learn to discover general laws and mathematical models by observing, guessing, experimenting, calculating, reasoning, verifying, analyzing data and intuitively imagining. Teachers are required to teach mathematics in a big concept way, so that students can learn mathematics and understand its essence. Teachers emphasize thematic and project-based learning when teaching, and begin to pay attention to comprehensive practice and mathematics in traditional culture.
After reading the new curriculum standard, as a front-line teacher, I deeply realized that we should constantly learn new ideas, from thinking about how to teach to teaching students how to learn. Teachers should reposition their roles, take students as the center of learning activities, let every student experience and participate in learning activities, and pay full attention to the learning process and the development of students' emotions, attitudes, values and abilities.
Write it at the end
I spent two days carefully reading the new curriculum standard except the examples in the appendix. Compared with the 20 1 1 version, it is found that the 2022 version has changed a lot. When writing this content, I feel I can't fully express my feelings. This article only writes some "new" contents of the new curriculum standard, and it is impossible to write down the differences or specific requirements of junior high school mathematics content requirements, academic requirements and teaching tips. I decided to write another article.
Part II: Understanding of Mathematics Curriculum Standards for Compulsory Education in 2022 On April 2 1 day, the Ministry of Education held a press conference to introduce the newly revised compulsory education curriculum plan and curriculum standards for subjects such as Chinese 16. On that day, even if it didn't become the first hot search, it also exploded the circle of friends. The newly revised mathematics compulsory course standard makes us feel obviously different from the 200 1 version and the 20 1 1 version. After listening to Professor xx's explanation, many thoughts on how to effectively implement the spirit of the revised curriculum standards in teaching practice have been aroused by subsequent teachers. Among them, Professor xx mentioned that teaching should not only have outcome goals, but also pay attention to process goals, requiring students' participation. I quite agree with this. Students are the main body of study and life. Facing every student, teachers need to think about the learning objectives of each link in teaching implementation, what kind of learning activities students are allowed to experience, how to motivate students to actively participate in the learning process, give students opportunities to ask questions, think about problems and solve problems, and help students accumulate experience in mathematics activities during the learning process, because rich experience in mathematics activities is more conducive to cultivating students' intuition and learning mathematics well.
In the lecture, we also need to pay attention to the new topics proposed by Professor xx or the mathematical ideas we neglected before, such as algebraic reasoning, abstract structure, addition model, ruler drawing, number expression, geometric intuition and so on. After all, the lecture time is limited, and these core concepts and vocabulary are simply described and interpreted by Professor xx. Whether the revision of curriculum standards and the detailed explanation of experts can really be realized depends on the understanding and recognition of every front-line teacher and the normal teaching on weekdays. Therefore, today's lecture further expounds the significance and value of the revision of curriculum standards, the changes of curriculum standards and the teaching suggestions for front-line teachers, and clearly points out that teachers should follow the laws of students' physical and mental development, strengthen the integration of settings, promote the convergence of learning segments, and enhance the scientific and systematic nature of the curriculum. The study of curriculum standards points out the direction for teachers' future teaching, but due to the great changes and requirements of the revised curriculum standards, higher requirements are put forward for teachers' teaching, and it is by no means possible to realize teaching reform in one or two classes. The revised curriculum standards will inevitably bring a new round of classroom teaching reform. As a teacher, it is impossible to ignore it, but you need to take advantage of the situation, actively participate in it and make a difference. The curriculum standard of compulsory education must keep pace with the times. As teachers, we need to keep pace with the times to help students develop in the future.
Part III: Understanding of Interpretation of Compulsory Education 2022 Mathematics Curriculum Standards Today, I learned the Compulsory Education Mathematics Curriculum Standards (2022 Edition) interpreted by Professor xx through the video sent by xx Studio. The specific content includes three aspects:
First, the background and main points of the revision of curriculum standards;
Second, the understanding and expression of core literacy;
Third, content changes and teaching suggestions.
The times are developing, science and technology are progressing, our lives are constantly changing, and the pace of education has never stopped. From the 200 1 compulsory education curriculum experimental scheme to the 201compulsory education curriculum standard, and then to the new curriculum standard in 2022, it adheres to the correct reform direction, embodies the advanced educational concept, and makes positive contributions to the improvement of the quality of basic education. With the universal compulsory education, what kind of people should education cultivate? How to train people? Cultivate people for whom? Optimize the blueprint of school education, adhere to the concept of keeping pace with the times, pay attention to core literacy, reflect the characteristics of the times, cultivate students' correct values, the necessary character and key ability to adapt to future development, and cultivate all-round successors in the new era.
Through study, I have made it more clear that I should stick to the direction of educating people. Mathematics education bears the fundamental task of moral education and the function of quality education. As a basic subject, mathematics plays an important role, and its application can penetrate into all aspects of modern society, which is of great significance to the development of social productive forces. Among them, mathematical literacy is extremely important. In the stage of basic education, we should pay special attention to the formation of literacy, that is, we will observe the real world with mathematical eyes, think about the real world with mathematical thinking, and express the real world imperceptibly with mathematical language. According to the characteristics of children in primary school, we should pay attention to the understanding of experience in teaching practice in primary school.
This study made me fully realize that in the future education and teaching work, we should thoroughly understand the curriculum standards, improve the professional quality, and make contributions to the cultivation of talents in the new era needed by the country.
Chapter IV: Understanding of the Interpretation of Mathematics Curriculum Standards for Compulsory Education in 2022 After listening to Professor xx's interpretation of the latest version of the curriculum standards in 2022, I have a more novel and profound understanding of mathematics teaching. I have been thinking: under the current educational background, is our math teacher's main job just to teach students math knowledge? In fact, mathematics teaching should consider not only the relationship between mathematics and discipline, but also the relationship between mathematics and education, and the relationship between mathematics and students' cognitive development. If I want my teaching to keep pace with the times, based on the study of curriculum standards, I have the following plans and views on my mathematics teaching.
First, strengthen the study of educational and teaching theoretical knowledge.
Just because you can finish reading the course standard doesn't mean you really understand it. There are a lot of educational and teaching theories behind the curriculum standards, such as: the consistency of core literacy connotation, the stage of performance, and what is the integrity of performance; What are the consciousness, idea and ability of educational characteristics in core literacy? The highly generalized information of concept and abstraction, essence and reasoning, relationship and model, operation and operation in subject integration requires me to establish contact with the theoretical knowledge I have learned, and deepen my understanding and strengthen my understanding through continuous learning and examples. Only when these superior concepts are really implanted into the brain and integrated into concepts can they be correctly applied in teaching.
Second, improve the awareness of the internal connection of learning mathematics knowledge.
Professor xx mentioned that students sometimes do wrong questions because they can't understand the meaning expressed in the questions, so the new curriculum standard divides the primary school mathematics subjects into three periods from the original two periods, which makes the students' cognitive development more detailed and the phased goals more clear, which needs to involve the teachers' mastery of the phased goals of students' cognitive development as I mentioned earlier.
At the same time, Professor xx also suggested that teachers should prepare lessons at different levels, such as collective, academic year, study period and school math teachers. I quite agree with this point, and as foreign educators say, whether a student can study smoothly in middle and high grades depends on whether he learns how to study in lower grades. Therefore, I think our primary school teachers should systematically study the development context and key contents of several major fields involved in the curriculum standards, standardize the consistency of teaching from various fields, and let the knowledge learned by students in the low stage be explained in the knowledge learned in the middle and high stages. Through the theme integration in curriculum standards, we should not only pay attention to "existence", but also pay attention to "relationship" to truly achieve "research object+"
Third, reflect on the unscientific and irregular places in teaching.
In teaching research, we teachers will inevitably have new consciousness. Whether these consciousnesses germinate correctly and are close to the curriculum standards needs to be constantly examined by the curriculum standards.
In xx years, I listened to a lesson about the perimeter of triangle given by teacher xx. According to the method mentioned by Professor xx at the meeting, she drew three sides end to end and then fell on a straight line. The traditional compass, only used in the advanced stage, appeared in the third grade classroom. This novel method, combined with students' performance, touched everyone's eyes. Through today's study, I think we should keep the habit of checking at any time in teaching, abandon complicated teaching and simplify and systematize the problems, which is the direction we should work hard in the future.
Professor xx mentioned that "mathematization" is a long road, and the realization of mathematization should not be just a hard work. How to really teach mathematics well should be a compulsory course for my teaching.
Chapter 5: Understanding of Mathematics Curriculum Standards in Compulsory Education; Mathematics Curriculum Standards in 2022 are the direction and basis of teachers' teaching. What teachers should teach, to what extent, what students should learn, and to what extent, are clearly defined in the curriculum standards. Teachers should carefully study the curriculum standards when preparing lessons, and be clear about what they are teaching in the new semester. The curriculum objectives, curriculum contents and implementation suggestions in the curriculum standards are all expressed in outline language, which requires every teacher to correctly understand, clarify the direction and depth of his own teaching, and strictly implement it in actual teaching.
The 2022 edition of compulsory education mathematics curriculum standard was promulgated. As a front-line teacher, I carefully read the mathematics curriculum standards and watched the lecture video of Professor Shi Ningzhong's Revision of Mathematics Curriculum Standards and Core Literacy. In his lecture, Professor Shi Ningzhong focused on the background and main points of the revision of the new mathematics curriculum standard in 2022, the understanding and expression of the new curriculum standard, the changes in the content of the curriculum standard and the corresponding teaching suggestions. Now talk about some of my learning gains and experiences.
On the basis of the original "double basics" (that is, basic knowledge and basic skills), the 2022 mathematics curriculum standard puts forward basic ideas and basic activity experience. In other words, a student should not only acquire basic knowledge and skills, but also acquire the basic ideas of mathematics, especially the experience of accumulating mathematical thinking and doing things. At the same time, in order to cultivate innovative talents, the ability to find and ask questions is increased on the basis of traditional problem analysis and problem solving, thus expanding the traditional "two basics" to "four basics" and "two abilities" to "four abilities". "Double Basis" and "Two Abilities" are the result goals that traditional education pays attention to, while basic ideas and basic activity experience are the process goals, which can only be achieved if students participate in teaching activities. You can only learn to think for yourself, and you can only learn to do things for yourself. When students grow up, whatever they do in the future, the mathematical spirit, mathematical thinking method, research method and reasoning method deeply rooted in everyone's mind will play a role anytime and anywhere, benefiting them for life. The new mathematics curriculum standard points out that through the study of mathematics curriculum, students can master the basic knowledge, basic skills, basic ideas and basic activity experience necessary to adapt to modern life and further study. Observing various industries in real life, people's quality requirements are similar. People who are going to the society are required to have a rigorous working attitude and working methods that are good at analyzing situations, summarizing, comprehensively comparing and classifying judgments, all of which are cultivated in the infiltration of mathematical thoughts. Consciously infiltrating some basic mathematical ideas and accumulating some basic activity experience in primary school mathematics teaching can not only make students understand the true meaning of mathematics, know its value, learn to think and solve problems with mathematics, but also organically unify knowledge learning, ability training and intellectual development.
Under the guidance of Socialism with Chinese characteristics Thought in the new era, the compulsory education mathematics curriculum implements the fundamental task of moral education, and devotes itself to achieving the training goal in the compulsory education stage, so that everyone can get a good mathematics education, and different people can get different development in mathematics, and gradually form the core literacy to meet the needs of lifelong development. Core literacy is gradually formed and developed in the process of mathematics learning, and the development level of different classes is different. Professor Shi Ningzhong said in the lecture that the core literacy of mathematics focuses on the "three meetings", that is, observing the real world with mathematical eyes, thinking about the real world with mathematical thinking and expressing the real world with mathematical language. The "three meetings" are relatively independent and influence each other, forming an organic whole. Core literacy is the basic basis for setting curriculum objectives, and curriculum content is an important carrier for realizing curriculum standards. The choice of course content should maintain a relatively stable discipline system and reflect the characteristics of mathematics discipline; Pay attention to the forefront of mathematical development and transformation, and inherit and carry forward the excellent traditional Chinese culture; Keep pace with the times and reflect the needs of modern science and technology and social development; Conforming to students' cognitive laws is helpful for students to understand and master the basic knowledge and skills of mathematics, form the basic ideas of mathematics, accumulate the experience of basic mathematics activities, and develop students' core literacy. The course content should be structured and integrated, and the path of cultivating students' core literacy should be explored. Pay attention to the formation process of mathematical results and handle the relationship between process and results; Attach importance to the intuitive expression of mathematical content and handle the relationship between intuition and abstraction; Attach importance to the formation of students' direct experience and handle the relationship between direct experience and indirect experience. The presentation of course content should pay attention to the hierarchy and diversity of mathematical knowledge and methods, and give due consideration to interdisciplinary thematic learning; According to students' age characteristics and cognitive rules, we should adopt a spiral way, appropriately reflect selectivity, and gradually expand and deepen the course content to meet students' development needs. Primary and junior high schools include four fields: number and algebra, graphics and geometry, statistics and probability, synthesis and practice. These four fields have not changed, but in order to better apply them to the teaching of "Four Basics", or to further better apply them to the teaching of core literacy, the revision of the new curriculum standard emphasizes integrity and consistency in "Numbers and Algebra", and moves "negative numbers", "equations" and "inverse proportions" from primary schools to junior high schools. In Graphics and Geometry, more emphasis is placed on geometric intuition, and the content of ruler drawing is added, so that students can understand the essence of mathematics and the relationship between mathematical concepts and research objects during this operation. In today's "double reduction" background, teachers should pay more attention to the structuring of curriculum content and lead and promote teaching reform with the structuring of curriculum content. In classroom teaching, teachers should clearly explain the most critical and core concepts, principles and basic methods in a limited time, and transform the knowledge structure into the cognitive structure in students' minds, so that students can learn how to draw inferences from others.
In the future teaching practice, I will study and understand the new curriculum standards of mathematics more deeply and carefully. Whether designing and implementing a classroom teaching plan or organizing various teaching activities, we should not only attach importance to students' acquisition of knowledge and skills, but also let students understand the basic ideas of mathematics through independent thinking and cooperative communication, guide students to accumulate basic experience in the process of participating in mathematics activities, and help students form good study habits such as serious diligence, independent thinking, cooperative communication, reflection and questioning.