The development and utilization of curriculum resources plays an important role in changing curriculum functions and learning methods. It can expand the content of education and teaching, integrate the life and experience of teachers and students into the teaching process, and make teaching full of vitality; It can stimulate students' enthusiasm for learning and make them change from passive knowledge recipients to active knowledge builders. It can also broaden teachers' educational horizons, encourage teachers to update their concepts and use wisdom to teach creatively.
However, for a long time, influenced by the wrong idea of "textbook = curriculum resources", a considerable number of teachers regard textbooks as "bibles" and limit their teaching to the level of "textbooks", which leads to closed teaching information and lagging teaching methods and means, thus directly affecting the difficulty in implementing teaching objectives and poor teaching results. With the implementation of the new round of basic education curriculum reform, the significance of curriculum resources has become increasingly prominent, and the development and utilization of curriculum resources have become the focus and focus of educators. As one of the important constructors of the curriculum, front-line teachers should improve their curriculum awareness, get out of the narrow vision of teaching materials, broaden their thinking, develop and utilize curriculum resources according to local conditions, let valuable curriculum resources enter the curriculum and the classroom, and let the classroom regain its vitality and vitality.
In the past two years, I have actively explored the identification, development, accumulation and utilization of curriculum resources in primary school mathematics classroom teaching, and summarized some experiences for your discussion.
First, according to the actual situation of students, develop teaching materials in depth.
Textbooks are the most basic curriculum resources, which set a unified benchmark and scale for our teaching. The compilation of teaching materials reflects the will of the country, strictly follows the curriculum standards, fully considers the characteristics of students' psychological development, selects the basic knowledge and skills necessary for students' lifelong learning, and permeates the educational concept of paying equal attention to scientific spirit and humanistic spirit. From this point of view, respecting teaching materials should not be neglected, which is the curriculum resource consciousness that teachers should have first. However, teaching materials are often just a model, and it is difficult to take into account the needs of "personality" in the process of paying attention to "* * *". Therefore, while respecting textbooks, we should not "deify" textbooks, but shift from "teaching textbooks" to "teaching with textbooks". In this way, it is necessary to develop the teaching materials in depth.
1. One of the development strategies of teaching materials: dig deep into the content of teaching materials, take the principle of "adapting to local conditions", specifically, conform to local characteristics, campus culture and students' reality.
In the teaching link of "converting line scale into numerical scale" in the second volume of grade six, the textbook presents a map of Northeast China, requiring students to measure the distance between Shenyang and Changchun on the map and calculate the actual distance between the two places according to the line scale. For Hainan students, the two cities in the north are very strange. After calculating the actual distance between the two places, students have no perceptual knowledge In teaching, I changed the traffic map of Northeast China into that of Hainan Province, and asked students to calculate the actual distance from Haikou to Sanya. A classmate made a mistake in the process of converting line scale into numerical scale. As a result, the actual distance from Haikou to Sanya is only over 30 kilometers. Another student immediately questioned: "Haikou is only over 30 kilometers from Sanya. How is this possible? " Dad often drives me (from Haikou) to Sanya, which is at least three or four hours' drive, and also drives on the expressway. "Most of the students have been to Sanya and have a perceptual knowledge of the actual distance between Haikou and Sanya. It is easy to mobilize the existing experience in teaching and establish a mathematical model on this basis.