First, the new curriculum standards
Expectation for the Role Change of Senior High School Mathematics Teachers
1. The Standard further develops and deepens the understanding of mathematics teaching and puts forward new requirements.
The Standard emphasizes students' subjectivity and teacher-student interaction in mathematics teaching, which changes the classroom teaching completely controlled by teachers, requires teachers to change their traditional understanding of teaching, pay more attention to students' subjective participation, emphasize bilateral activities between teachers and students, and emphasize understanding mathematics teaching from the perspective of development. Therefore, the functions of teachers need to be changed accordingly. Teachers should establish a new type of equal teacher-student relationship based on the educational concept of "student development".
2. The course has added three modules: mathematical modeling, problem-solving and mathematical culture.
The main purpose of adding these contents is to cultivate students' mathematical literacy and innovative spirit, and to require teachers to teach in a brand-new teaching mode. First of all, teachers should have the spirit of innovation, be good at finding and asking questions, be good at breaking away from conventions and traditional concepts, and have keen insight and rich imagination. Secondly, teachers should have rich basic knowledge and modern information quality, form a multi-level and diversified knowledge structure, have a broad vision, be good at analyzing comprehensive information, have innovative mathematical models, innovative teaching methods, and take the cultivation of innovative thinking as the core evaluation criteria.
3. The diversity and selectivity of the new curriculum require high school math teachers to have good comprehensive quality.
The whole high school mathematics curriculum system, including curriculum, curriculum objectives, curriculum content, etc. , will be committed to providing students with different aspects of mathematics learning content and mathematics practice activities according to their different interests, ability characteristics and development needs. This requires teachers to be competent for different courses, whether it is basic courses or series courses; Teachers are also required to understand the personality development of the students they teach, and guide and help students to choose the courses they study according to their own ability needs.
4. The proposal of lifelong education requires teachers to have sustainable personality.
First of all, the proposal of lifelong education requires teachers to update their own knowledge as a responsibility and internalize lifelong learning into teachers' conscious behavior. Secondly, students are in the forming and shaping period of personality development, and the value orientation, ideals and beliefs, moral sentiments and aesthetic tastes in social culture will be reflected from the teacher's role culture and mapped into the student's personality world through teachers. Teachers' words and deeds have a "subtle" effect on the formation of students' personality. This requires teachers to shape themselves according to social moral principles and norms and realize "superego".
Second, under the new curriculum standards
The types of role change of senior high school mathematics teachers
Under the guidance of "Standards", teachers should be familiar with new courses and textbooks quickly, study "Standards" deeply, understand the spiritual essence of the new round of curriculum reform, truly realize the change of teachers' roles in mathematics teaching and correctly position their roles.
1. Teachers should change from "leading" to "guiding"
In traditional mathematics teaching, in order to impart knowledge and strengthen skills training, teachers often "dominate" the classroom, instill knowledge into students, and students passively accept knowledge, depriving students of their right to learn independently, which easily makes students lose their interest and subjective initiative in learning mathematics. This teaching method is not conducive to the development of students in the long run. The Standard emphasizes "giving full play to students' subjective initiative", "creating conditions for students" and "promoting students' participation in practice", and requires teachers to take students as the main body in teaching and take developing students' potential and improving their quality as the goal of mathematics teaching.
Teachers should carefully design and organize classroom teaching, which is not led by teachers, but designed and organized with students as the main body. They should provide students with time, space and environment in classroom teaching, so that students can have room for thinking, opportunities to develop their talents and tap their potential, and make students truly become the main body of learning. When students have difficulties and doubts, teachers can give guidance and guidance, so as to realize the "leading" orientation of teachers.
2. Teachers should realize the transformation from "teaching" to "cooperation"
Traditional mathematics teaching emphasizes the imparting of knowledge and the training of skills. The classroom becomes a place for teachers to impart mathematical knowledge, and students' learning is passive acceptance, imitation and memory. The Standard emphasizes the interaction between teachers and students. This new teaching concept endows teachers with new connotation of role orientation. In the teaching process, teachers are not only lecturers, but also designers, guides, organizers, judges and students' collaborators of classroom teaching. Teachers should carry out colorful discussions and exchanges between teachers and students and between students in class, help students solve problems in discussions and exchanges, and be partners and interlocutors in students' learning. Through discussion and communication, students can have their own thinking and understanding of what they have learned, thus developing their thinking; Through communication and cooperation, strengthen the communication between teachers and students, harmonize the relationship between teachers and students, help students master knowledge and skills and correct learning methods, and strengthen the subjectivity of students' learning.
3. Teachers should change from "teachers" to "scholars".
Under the guidance of the traditional thought of "taking this as the foundation and taking the curriculum as the key link", mathematics teachers are more executors of a single curriculum. Generally speaking, teachers are only teachers whose purpose is to "impart knowledge". In the new round of curriculum reform, teachers should not only be teachers, but also become an important force in curriculum research, curriculum construction and curriculum resource development. No matter from the change of teaching content or the update of teaching methods, mathematics teachers are required to become "research-oriented" and "scholar-oriented" teachers.
Third, senior high school math teachers realize the role change.
Ability requirement
1. Teachers should improve their ability to understand the new curriculum
Under the premise of ensuring the teaching of basic knowledge, the training of basic skills and the cultivation of basic abilities, the new curriculum standard cuts out the secondary and useless contents in traditional elementary mathematics, which is difficult for students to accept. At the same time, some new knowledge that is widely used and acceptable to students has been added. As a high school math teacher, you should first know which ones have been deleted and which ones have been added. Secondly, we should try our best to understand the new contents and requirements in the new textbook system. When teaching, we should grasp the scale to prevent the knowledge achieved several times in the textbook from being processed at once because we don't understand the overall arrangement. Why and how much new content should be introduced? How to teach can reflect the intention of the new textbook and prevent the scope and difficulty from getting out of control. We should pay full attention to the requirements of application and practicality. Also analyze the deleted content. Some knowledge points have been deleted, but they may still reflect their ideas.
2. Teachers should improve their ability to use modern educational technology.
With the continuous development of modern educational technology, the new curriculum standard introduces the application of calculator into teaching materials, and multimedia computer-aided teaching enters the classroom. This requires teachers to master computer tools, use commonly used mathematics teaching software as teaching AIDS, have the ability to choose good courseware, and have the ability to obtain information needed for teaching on the Internet. In terms of aid, teachers can organize and guide students to participate in mathematics experiments. For example, animation technology is used to demonstrate the movement change law of geometric figures and the periodic change law of trigonometric function curves. Teachers should provide rich and colorful educational environment and powerful learning tools for cultivating students' exploration spirit and creative consciousness; We should be able to guide students to use calculators to carry out complex calculations, save calculation time and improve learning efficiency.
3. Teachers should improve their ability to teach students in accordance with their aptitude.
Due to the popularization of high school education, the difference of students' mathematical knowledge will become more and more serious. This requires teachers to explore new classroom teaching models. Teachers should study not only teaching methods, but also learning methods. Analyze the characteristics of students from the perspective of cognitive theory, stimulate students' interest in learning, and make every student's study progress.
A century-long plan, education-oriented. Today, with the deepening of curriculum reform, high school mathematics teachers should recognize the expectations of society for the role of teachers in future education as soon as possible and prepare for the role change. This will help to improve teachers' own quality and ensure the smooth progress of curriculum reform.
Authors: Senior Middle School Affiliated to Lishui College, Zhejiang Province.
(Editor Tian Xinxin)