First, the curriculum concept
"Mathematics Curriculum Standard" points out that the primary school mathematics curriculum should be basic, universal and developmental, so that mathematics teaching can face all students and everyone can learn valuable mathematics; Everyone can get the necessary mathematics, and different people get different development in mathematics. Based on the concept of the new curriculum, teachers in our school have established the basic concept of "people-oriented, education-oriented" and followed the following points in the implementation of the curriculum:
1, emphasizing the integration of teaching and curriculum, and highlighting the positive role of teaching reform in curriculum construction.
2. Change the single teaching goal and emphasize the integration of "knowledge and skills, mathematical thinking, problem solving, emotion and attitude". Strive to achieve two unifications in teaching: the unity of conclusion and process, and the unity of cognition and emotion.
3. Change the teacher-centered view and establish an equal view of teacher-student interaction.
4. Establish the teaching concept of students' independent development, and build a classroom teaching mode dedicated to changing students' learning style.
5. Change the traditional evaluation methods, promote students' development with diversified evaluation methods, and establish the evaluation concept of "one more measuring ruler, one more good student".
Second, the current situation analysis
Since the implementation of the new curriculum, with the care and support of the higher authorities and school leaders, the mathematics curriculum reform in Henglin Primary School has made a lot of progress, laying the foundation for the further development of school mathematics.
1, quality teachers. At present, there are 32 classes in our school. The first and second grade teachers are responsible for Chinese and mathematics, and the third to sixth grades are divided into two classes. Full-time math teacher 1 1 person, college degree or above 10 person, including 5 undergraduates and 5 undergraduates. There are 5 people with the title of senior primary school teacher; Subject leaders in Changzhou 1 person, backbone teachers in Changzhou 1 person, teaching experts in Changzhou 1 person, backbone teachers in Wujin district 1 person. The average teaching experience of full-time mathematics teachers is 13 years (the shortest five years), and the teaching staff has basically entered a mature stage.
2. Teachers' educational concept is new. With the deepening of curriculum reform, teachers' educational ideas are constantly updated, such as "student-oriented development", attaching importance to the cultivation of students' ability and cultivating students' multi-angle and multi-level thinking, which are all put into practice in the classroom. Reflected in teachers' papers, essays and classes.
3. Evaluation methods tend to be diversified. Under the evaluation concept of "one more ruler will make one more good student", teachers in our school try to establish an evaluation system with multiple evaluation objectives and methods besides the traditional knowledge and skills assessment, such as setting up students' math portfolios and guiding students to write math reflection diaries.
4. Solid teaching and scientific research level. All math teachers participated in the research, and the completed math teaching and research topics included "Research on Self-constructing Classroom Teaching Mode" at the municipal level, and won the first prize of teaching and research achievements in Wujin District. District-level "research on developing students' learning strategies and improving classroom teaching efficiency" won the third prize of teaching and scientific research achievements in Wujin District; District-level "research on cultivating students' self-study ability by using trial teaching mode" At present, the research topics are "reflective learning research of mathematics" and "research of mathematical activities". Every teacher has a paper that won an award in the appraisal at or above the district level every year.
In the course of curriculum implementation, we still face some problems.
1. Due to the lack of expert guidance and participation, teachers can only be confined to the same level of repetition, unable to take substantive steps, and some teachers even stagnate. In this case, teacher training and the supplement of new forces have a considerable role in promoting the development of mathematics curriculum reform and the improvement of teachers' quality.
2. Students 1376, including 3 16 children of migrant workers. Cultural environment, family background, life experience and own way of thinking are very different. Starting from students' reality, making students' mathematics learning activities a lively, proactive and personalized process is also an issue that cannot be ignored in the development planning of mathematics.
3. Mathematics learning is mainly based on the classroom, with the acquisition of knowledge and skills as the main goal. At present, paper test is still the main way to evaluate students. Teachers are also trying to establish an evaluation system with multiple evaluation objectives and methods. How to combine these evaluation methods effectively and really promote the development of students is a problem that everyone cares about.
4. There are several pairs of contradictions between teaching and learning: the contradiction between learning mathematics in connection with real life and the lack of students' existing life experience; The contradiction between hands-on practice, independent exploration, cooperative communication and students' bad learning attitude, habits and consciousness; The contradiction between shortening students' differences in mathematics learning and improving quality and making up for differences; The contradiction between the development of school-based mathematics teaching materials and the construction of mathematics resource pool and curriculum plan needs to be solved urgently.
In a word, the development of mathematics in our school faces both good opportunities and severe challenges. Therefore, we must comprehensively plan the development of mathematics in our school, implement the spirit of curriculum reform in many directions and at many levels, and make use of the teacher's quality as a driving factor to promote the comprehensive and stable development of mathematics education.
Three. Development goals
According to the requirements of the new curriculum reform and the actual situation of mathematics education in our school, we set development goals in curriculum implementation, curriculum construction, resource construction, curriculum evaluation and teacher development. It is hoped that through the implementation of these development goals, the basic construction of mathematics discipline will be strengthened, students' all-round, sustained and harmonious development will be promoted, teachers' quality will be further improved, and curriculum, education and teaching reform will be further promoted and deepened.
(1) curriculum implementation.
1. Correctly grasp the course objectives and contents.
According to the new requirements of social development for mathematics curriculum, the mathematics curriculum standard puts forward the objectives of mathematics curriculum from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. These goals are intertwined, forming a closely linked organic whole, laying the foundation for every student's lifelong sustainable development. In each learning section, the standard arranges four learning fields: number and algebra, space and graphics, statistics and probability, practice and comprehensive application. Compared with the previous course content, the content of each field has changed to a certain extent, and the requirements of each section are different. The study of course content emphasizes students' mathematical activities and attaches importance to developing students' sense of number, symbol, space, statistics, application and reasoning. The implementation of curriculum content and objectives requires teachers to establish a correct concept of mathematics teaching and master reasonable mathematics teaching strategies.
(1) Organize teaching according to students' age characteristics and cognitive characteristics, and form basic knowledge and skills of mathematics.
In the first stage, with the familiar life and interesting things as the background, students' interest in learning is stimulated, and opportunities for observation and operation are provided, so that students can experience, comprehend and master the contents of mathematics, realize that mathematics is around, initially feel the role of mathematics, and have a sense of intimacy with mathematics.
The second stage focuses on guiding students to observe and think about problems from the perspective of mathematics and developing their thinking ability. Combining with practical problems, let students experience the connection between mathematical knowledge in the process of understanding, applying and learning mathematical knowledge, and further feel the close connection between mathematics and real life.
⑵ Mathematics teaching will change from "paying attention to students' learning results" to "paying attention to students' learning activities" and reshape the process of knowledge formation.
Curriculum design will shift from "imparting knowledge" to "guiding activities", advocating students' active exploration, independent learning and cooperative discussion, and paying attention to the process of mathematical rediscovery. Mathematics teaching takes encouraging students to "observe", "operate" and "discover" as an important form, and through cooperation and exchange, develops autonomous learning ability, develops personality quality, stimulates learning interest and improves learning ability of mathematics. We start from the following aspects:
The cultivation of learning interest in teaching needs to introduce the outstanding achievements in the field of mathematics in China and the wide application of mathematics in life, production and other sciences to stimulate students' motivation to learn mathematics; By designing scenarios and asking questions, students are guided to explore and discover, so that students can experience the joy and happiness of success. Use appropriate teaching methods and means to guide their thirst for knowledge and curiosity, thus cultivating their strong interest in learning. In teaching, we should also cultivate and train students' will. Such as the cultivation of attention, the cultivation of the will quality of thinking about the same problem repeatedly for a long time, and the cultivation of the spirit of independent thinking. Make students form the excellent qualities of perseverance, hard work and tenacious struggle.
Attach importance to the teaching of mathematical thinking methods. In teaching, we should explore the teaching ideas and methods reflected by the basic knowledge of mathematics, design the goal of teaching thinking methods, combine the teaching content with timely infiltration, repeated reinforcement and timely summary, and arm students with mathematical thinking methods to make them truly masters of mathematics.
Cultivation of thinking ability In teaching, we should pay special attention to cultivating students' good thinking quality, so that students' thinking has clear goals and directions, and has their own opinions; Not only have broad ideas, but also expose the essence of the problem; Not only dare to innovate, but also analyze specific problems.
Cultivation of applied mathematics ability In teaching, we should cultivate students' applied mathematics ability from the following aspects: ① Reproduce the process of knowledge formation and cultivate students' awareness of using mathematics. Starting from actual cases or students' existing knowledge, gradually guide students to analyze, synthesize, abstract and generalize the problem prototype, understand the mathematical conclusions and apply them to solve practical problems, so that students can form an understanding of the ways that must be followed in learning and applying mathematics. ② Strengthen modeling training and cultivate the ability of establishing mathematical models. In teaching, students can be trained in modeling by selecting some application problems according to the teaching content, and some practical problems that students are familiar with in life, production, science and technology and current commodity economy (such as interest, stock, profit, population, etc.) can be combined to guide students to observe, analyze, abstract and generalize into mathematical models, thus cultivating students' modeling ability. ③ Create conditions for students to use mathematics to solve practical problems. In teaching, students are organized to participate in practical activities according to the teaching content, creating an environment for students to use mathematics, such as guiding students to measure, simple social investigation and analysis, accounting and so on. Combine learning mathematics with applying mathematics, so that students can experience the value of applying mathematics in practice and learn to solve practical problems around them.
2. Construct a dynamic mathematics classroom operation mechanism.
(1) Form the teaching philosophy of "designing for learning" and "teaching for students' development".
Any teaching activity should be based on meeting learners' learning needs, serving learners and guiding and promoting learners' learning through teaching; Mathematics teaching design should be student-oriented, proceed from students' reality, talk about what students lack and practice what students need. According to the actual needs of students, we should analyze the teaching content, choose teaching strategies and design effective teaching procedures so that effective learning can happen to every student.
⑵ Construct a teaching model dedicated to improving students' learning style;
Lower grades: interesting teaching mode.
Interest introduction-finding problems and experiencing the learning process-independent exploration and communication, game application.
Middle school: try teaching mode. The process is as follows:
Arouse suspicion
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Try an activity
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Variant training
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Inductive summary
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Feedback regulation
Senior grade: a self-constructed teaching model. The process is as follows:
Provide materials, create situations-independent inquiry, cooperative learning-report and exchange, summarize-expand application and form skills.
3. Optimize extracurricular learning activities.
In order to help students fully understand mathematics, communicate the relationship between mathematics in life and mathematics in class, stimulate students' interest in learning and applying mathematics, actively organize students to carry out extracurricular learning activities in mathematics, and improve students' practical and comprehensive application ability.
(1) Create a school mathematical culture atmosphere. Using blackboard newspaper to open up a corner of mathematical activities.
(2) a small survey of mathematics. Under the guidance of teachers, students choose and determine investigation topics from their study life and social life, actively obtain information, analyze information and make decisions.
(3) Focus on mathematics interest group activities in all grades.
(B) Curriculum construction
1, change the orientation of teachers' curriculum implementation and process teaching materials reasonably.
Teaching is a creative process, which changes the "loyalty orientation" of teachers in the process of curriculum implementation and advocates teachers to move towards mutual adaptation orientation and curriculum creation orientation in the process of new curriculum implementation.
Change the concept that teachers only teach textbooks, and process textbooks according to the actual teaching situation, so that the contents of textbooks can be "five-oriented", that is, psychological, problematic, operational, structured and optimized.
2. Develop school-based mathematics curriculum.
Due to the complexity of students, in order to meet the differences of students' personality development, under the premise of implementing the national curriculum, through the scientific evaluation of students' needs in our school, school-based mathematics courses are developed for students to choose from, and the class hours are set in our own class.
3. Develop comprehensive mathematics learning courses.
In order to embody the basic process of mathematics "starting from the problem situation, establishing a model, seeking a conclusion, applying and popularizing", we should develop comprehensive mathematics learning courses and gradually cultivate students' awareness of mathematics application.
The first issue: I discovered mathematics, highlighted comprehensive activities, and established the connection between life and mathematics.
The second phase: "Doing Math by Hands", highlighting the comprehensive application of mathematics and learning the way of thinking in mathematics.
(3) Resource construction.
1. Create a core repository. Core resources are used to cooperate with teachers' existing teaching work, including:
(1) Cooperate with the multimedia teaching plan or courseware that is easy to use in the national standard textbook, and provide operable methods and supporting materials for the main practical links, which meet the requirements of the curriculum standards and reflect the characteristics of the curriculum.
⑵ Use modern educational theory and technology to construct a teaching method system that is conducive to promoting students' learning and interest in learning. The establishment of mathematics subject web pages, each teacher as far as possible to establish a personal home page for teaching, online counseling and answering questions, online homework correction and other network-assisted teaching activities.
⑶ Provide a quantitative index system for the quality monitoring of teaching organization and management, and provide homework design, test questions and wrong questions for teachers and students to choose independently.
⑷ Provide a complete set of teaching documents reflecting the teaching activities and teaching quality of the course.
2. Establish an expanded resource pool. The development of the resource database is used to improve the mathematics literacy of teachers and students, and to collect simple mathematics history, mathematician stories, ancient mathematics achievements and valuable mathematics classic problems in stages.
The construction of resources is not only beneficial to teachers' teaching, but also beneficial to students' learning. Therefore, in addition to the participation of all teachers, it is also necessary to guide and guide students to participate in the construction and really play its role.
course evaluation
1, classroom teaching evaluation
The evaluation method of classroom teaching should first unify the evaluation system of classroom teaching with the goal of classroom teaching reform. Secondly, this kind of teaching evaluation is not final, but should be diagnostic and formative. It should not only judge the value of classroom teaching, but also make suggestions on the ways to add value to classroom teaching. Thirdly, evaluators and teachers should have the same emphasis on classroom observation, that is, the state of students in the classroom. Therefore, the evaluation criteria of classroom teaching are put forward from two aspects: observing the state of teachers and students;
(1) Observe the state of students.
① Participation status. One is to observe whether all students participate in learning, and the other is to see whether some students participate in teaching, so as to integrate the roles of teaching and learning.
2 communication status. See if there is multilateral, rich and diverse information contact and feedback in the classroom, and see if there is a good cooperative atmosphere in interpersonal communication in the classroom.
3 mentality. Whether the students dare to ask questions and express their opinions, and whether the questions and opinions are challenging and original.
4 emotional state. See if students have a moderate sense of tension and pleasure, and see if students can self-control and adjust their learning emotions.
⑤ Generation status. See if the students have tried their best and feel practical and satisfied. Second, see if students are more confident and relaxed in the follow-up study.
⑵ Observe teachers' classroom teaching behavior.
① Organizational ability. It includes the organization of teaching materials, languages and teaching activities. The core is the organizational ability of teaching activities.
② Pay attention to the center. Teachers' attention center in class should shift from their own thoughts or teaching plans to the thoughts of the whole class. In addition to observing whether teachers focus on students in their own teaching, we should also observe whether teachers focus on feedback and adjustment of students' activities under the condition of students' autonomy.
③ Teaching wit. We should not only observe the teacher's ability to quickly capture all kinds of information in the teaching process, but also observe whether he adopts appropriate and effective strategies and measures flexibly and decisively to promote the process of teaching development.
④ Teaching attitude. We emphasize communication with students. First of all, we respect and trust students and are responsible for the development of each student. The second is to appeal to teachers' enthusiasm and tolerance in class and encourage students' curiosity, frankness and spontaneity.
⑤ Teaching realm. There are three interrelated levels in teaching: giving and receiving knowledge, enlightening wisdom and generating personality. Observe teachers' concern and awareness of the integration of the three, and encourage teachers to strive for a higher teaching level. Second, take the initiative to reduce students' schoolwork burden and give them enough free time to pursue as a teaching realm.
2. Academic evaluation
(1) Actively carry out the proposition reform under the new curriculum concept, and achieve the combination of foundation and flexibility, openness and development, hierarchy and difference, and encouragement and inspiration.
⑵ To evaluate students' mathematics learning, we should not only pay attention to the results, but also pay attention to the formation and development of students' emotions and attitudes, the changes and development of students in the learning process, the vertical comparison of individuals, the comparison of students' past and present, and the appreciation of students' achievements and quality.
① Establish a line chart of students' academic performance. We put forward the concept of "learning through evaluation", and prepare to carry out formative tests with low starting point, small steps and quick feedback, organically combine evaluation with learning process, shorten evaluation cycle, and evaluate while learning, so that teachers can obtain information about students' learning situation more quickly, adjust teaching behavior in time, teach students in accordance with their aptitude, and design different learning programs for different students; At the same time, a variety of "line charts" are set up, so that students can see their own learning situation, choose appropriate goals, and make continuous efforts and progress.
(2) Establish a student display platform. The display of students' mathematics learning achievements (including achievements and progress, etc.). ), such as student math diary's demonstration, learning demonstration and mathematical practice demonstration. Publicly evaluate students' mathematics learning through students' evaluation of students.
③ Establish a growth record bag. Collect students' mathematics learning in different stages in the record bag as the basis for comprehensively evaluating students' mathematics learning ability.
④ Encourage students to write math diary, reflect on mathematics learning, and learn reflective evaluation.
(5) Professional development
The key to promote the development of disciplines is to improve the professional development level of teachers. With teachers' active development as the core and school-based training as the carrier, through 2-3 years' efforts, all teachers' academic level, teaching ability and personal quality have been comprehensively improved, and a number of district-level key teachers and academic leaders have been trained.
(1) The undergraduate rate of teachers under 40 years old reaches 100%.
(2) Key teachers or academic leaders at or above the district level 1-2.
(3) academic leaders and backbone teachers hold academic lectures for students or teachers of our school;
(4) academic leaders and backbone teachers declare and preside over the completion of a project at or above the district level;
Fourth, promotion measures
1, improve the conventional management system
The school has a series of routine management systems, and we will further build and improve the "evaluation system of preparation group, teaching and research group", "evaluation system of subject group" and "evaluation system of teachers". In the process of practice, we should practice and test these systems, so as to promote and guarantee the implementation of mathematics discipline planning in our school more effectively.
2. Teaching and research
(1) Develop an efficient, pragmatic and sustainable teacher training system.
Formulate a developmental teacher training system, improve the quality of training, promote teachers' independent and sustainable development, realize the goals of concept orientation, ability orientation, learning from each other and scientific evaluation, and make teachers become research-oriented teachers who meet the needs of the times, basically master new courses, and have certain research and innovation abilities.
(2) Carry out school-based research activities.
(1) collective lesson preparation activities with learning textbooks as the main content. Take the lesson preparation group as the unit, prepare lessons once for each unit, summarize and exchange the experience of the previous unit, and prepare lessons for the next unit, which is the responsibility of the leader of the lesson preparation group.
(2) Every teacher will have a special open class with math group as the unit this semester, and make classroom comments. There is a teaching and research team leader in charge.
(3) Organize a mathematical culture festival every academic year to build a mathematical culture stage for all teachers and students. By carrying out colorful mathematical activities, we can provide students with a stage to understand mathematics and acquire mathematical knowledge in multiple ways, methods and angles, and form a rich mathematical culture atmosphere on campus, so that students can fully feel the charm of mathematics. The original idea is "love mathematics, mathematics has endless fun;" Learning mathematics, mathematics has infinite mystery; Taking mathematics and its infinite future as the theme of the activity, we will strive to realize a mathematics learning atmosphere that is both open to all and highlights individuality. Activities include telling mathematicians and math stories, math skill competitions, class math characteristic exhibitions, grade characteristic practice activities and other projects. Our goal is to let students go deep into mathematics culture, broaden the breadth and depth of mathematics learning, and make mathematics learning a sustainable learning.
④ The school organizes and implements the "Six One Plans". That is, every teacher should read at least one good book, take a good class (open class), write a teaching design that represents his highest level, write a teaching paper, and at least one post-teaching feeling, and evaluate a class every semester.
(3) Holding educational, teaching and scientific research exchange activities.
(1) Organize teaching experts and key teachers to participate in class inspection and exchange groups at or above the district level.
(2) Jointly hold teaching seminars with brother schools, strengthen regional cooperation, exchange experience of curriculum reform with each other, and realize regional alliance and resource sharing.
③ Carry out small and medium-sized convergence and young convergence activities.
(4) Carry out research activities.
Study the topics and problems declared by individuals, form the consciousness of active reflection and conscious practice, and improve the level of teaching and scientific research. There is no formality or formalism in the investigation process, and the feasibility and effectiveness are considered in the design and promotion of activities. Based on the theory of new curriculum reform, subject research is based on subject research, taking problem solving as the starting point and actually carrying out classroom practice.
3. Facilities construction
Our school has a relatively complete network management mechanism, well-equipped mathematics education and teaching facilities, increasing investment and updating year by year, a sound daily management system and an education and teaching performance reward system, and backbone teachers account for a certain proportion.
4. Planning evaluation
This plan has been implemented since September 1 2006. Every semester, leaders and experts from the Education Bureau are invited to carry out an evaluation activity to summarize and evaluate the implementation of the plan, and we will reflect, adjust and upgrade the plan.
Five, the phased plan
April 2006 to July 2006 (start-up phase):
Investigate and analyze the present situation of mathematics education in our school, learn the frontier education theory, determine the development goal of mathematics discipline in our school, and make the development plan of mathematics discipline.
The second stage: September 2006 to July 2007.
The implementation of discipline planning focuses on "curriculum implementation", "curriculum construction" and "curriculum evaluation".
The third stage: September 2007-July 2008
The implementation of discipline planning focuses on "resource construction" and "teacher development".
The fourth stage: September-June 2008 5438+February 2008.
Reflect on the success or failure in the process of planning implementation, carry forward the advantages and make up for the shortcomings.
The fourth stage: February 2008 to June 2008.
Summarize the implementation results of discipline planning, and plan to make the next round of discipline planning.