I will elaborate on my understanding below.
First, innovation-that is, not following the footsteps of others, not sticking to the rules, not copying other people's teaching plans, trying to tell new ideas in class, making breakthroughs in some aspects, can arouse colleagues' desire to learn and imitate. Specifically, it is mainly reflected in the following aspects:
1, a new concept-that is, to embody advanced education and teaching concepts.
The key to the implementation of quality education is to correct the education and teaching ideas, break the shackles of traditional education concepts, and establish a new concept of quality, education and students around "all for students, all for students, all for students". Teachers' educational concept determines teachers' behavior, and the change of teachers' educational concept is the key to effective classroom teaching. The renewal of educational concept includes many aspects, which mainly involve the following aspects for primary school mathematics teachers.
First, the concept of students. In the first basic idea, the National Mathematics Curriculum Standard points out that mathematics curriculum should highlight the universality, foundation and development of compulsory education, make mathematics education face all students, and realize:
Everyone learns valuable mathematics.
Everyone can get the necessary math.
-Different people get different development in mathematics.
Specifically, it is:
(1) Every student can learn math. Although there are differences in students' intelligence level, experience background and study habits, every child with normal intelligence can learn the mathematics content stipulated in the syllabus and has the conditions to learn mathematics well according to the teaching requirements.
(2) Different students have different levels of learning mathematics. The differences between students exist objectively. Teachers should realize the differences between students and put forward different learning requirements for different students. There is no need for every student to develop to the same level, learn exactly the same mathematical knowledge and reach the same mathematical level.
(3) Allow students to learn mathematics at different speeds. Teaching needs to be completed at a certain pace, but not every student can complete the content at the same speed. Some students can learn at a faster speed, and some students can meet the corresponding requirements in a longer time.
(4) Students can learn mathematics in their own way. There are different ways to know and understand mathematical problems. Teachers can guide students to understand math problems in an appropriate way. At the same time, teachers should also allow students to explore and solve problems in their own way. Some methods are good from an adult's point of view, but different students may feel differently. Students can be guided to compare different methods, but one method should not be imposed on students as a necessary method.
The second is the teaching concept.
At this stage, in the process of comprehensively promoting quality education with cultivating students' innovative spirit and practical ability as the core, in the voice of effectively reducing students' excessive schoolwork burden and improving the quality of classroom teaching, there are still many problems in reflecting on the traditional primary school mathematics classroom teaching when the new syllabus is issued and the new curriculum standards are about to be tried out.
1, the traditional primary school mathematics classroom teaching, in dealing with textbooks, the leading role of teachers has not been fully played. Teachers' ability to control textbooks is not strong, and they are too superstitious about textbooks. Even if they find something wrong with the content of the textbook, they dare not say anything, always thinking that the textbook can't be wrong. Some even become the megaphones of teaching materials and teaching reference materials. For example, they copy the teaching objectives from textbooks, copy the teaching process from many preparation materials, and deal with the teaching content.