1. What is the content of this summit?
2. What is an extended course?
3. Why do you want to carry out outreach courses?
4. Expand the course. Expand what?
5. Which students are suitable for the extended courses, all students or some students?
6. How to teach a good math development course?
7. What does the extended course give us?
It is an important normal state that curriculum standards are the basis of curriculum development. Take Wu Zhengxian as an example. The curriculum standard points out that data analysis is the core of statistics. Therefore, the teaching focus of teacher Wu is data analysis.
(1) Create a situation: Give the goals of A, B and C, and let the students choose one of them to represent our class in the penalty shootout.
(2) Cooperative inquiry: Students study in groups, draw an appropriate statistical chart, and show the goal of three people scoring. The value and drawing method of composite broken line statistical chart are obtained.
(3) Analysis results: In the process of students' heated debate, students analyze the target data of A, B and C, and choose suitable candidates. The students found that the three players were either stable, fluctuating or rising. Every choice makes sense, and it is difficult to convince the other party.
(4) Extended summary: The teacher continues to give the data of the second week, and then let the students analyze it. This time, the students proposed to choose candidates according to the level of their opponents and the arrangement of the competition system. Give students enough time to discuss and analyze.
In this lesson, Mr. Wu brought new thoughts to the students: the final conclusion of statistics is related to the personality and subjective needs of the people who analyze the data. Statistical analysis is relative and there is no single correct result. Standing on the overall grasp of the textbook, the whole class put the backbone outline of the textbook-the most core data analysis-to the front to focus on the discussion, while the standard method of drawing composite statistical charts was put into the next class to continue to be implemented.
Lang Hongkun, a special-grade teacher in Jiangsu Province, has developed a series of elementary school mathematics game courses. The course "Finding Pirates of the Caribbean" takes "Finding Pirates of the Caribbean" as the whole class's exploration theme. With the help of the checkered carpet, students can expand their understanding of position coordinates, positive and negative numbers, axial symmetry and other related knowledge in a series of game activities.
Teacher Lang's mathematics game development course has three characteristics: (1) paying attention to the expansion of knowledge. In the past, children learned the direction and position, and they didn't learn negative numbers, plane rectangular coordinates and spatial coordinates until the sixth grade, but today's games have been well expanded. (2) In the aspect of ability development, the cultivation of spatial imagination ability, geometric intuition ability and reasoning ability is based on mathematics core literacy. (3) In terms of emotional identification, students agree that mathematics is interesting, students and teachers become friends in the game, and students have both humility and appreciation in the game.
Shao, a special teacher in Zhejiang, wrote a classic story about putting wheat on the chessboard, which naturally led to 2, 4, 8, ... He examined and analyzed the problem from the perspective of arithmetic progression, found the connection between geometric series and arithmetic progression, and skillfully handled the old experience of students. Through the continuous optimization of the expression form of geometric series summation, I realized the optimization strategy-finding the law and unifying the expression. Finally, when the total number of wheat grains is converted into weight tons, it takes more than 2,000 years for the world to produce so much wheat, which makes it refreshing to associate abstract large numbers with weight and time. Finally, the duckweed in the pond multiplied day by day, subverting the students' initial understanding and actually feeling the intuitive connection between number and geometry. Students are even related to the development of life, and it is also a quantitative change to a qualitative change.
Chen Yanhong, a special-grade teacher in Guangxi, used a self-developed mathematics picture book to guide students to discover the relationship between mathematics and art through reading, to move from works of art to mathematical principles, and to understand the mathematical methods contained therein.
Wu Huiluan, a special-grade teacher in Zhejiang Province, designed a mathematics experimental class based on the comprehensive practice of Symmetry, Rotation and Translation of the Second Figure of Mathematics published by People's Education Publishing House. Children use patterned cubes to spell out the basic geometric figures they have learned. Then the complex patterns are divided into basic patterns. Through the experimental activities of selective puzzles, imaginary subgraphs and creative group diagrams, and through the spatial cognitive thinking activities such as combination, division and transformation of graphics, students' spatial representation and imagination ability are developed.
Expanding curriculum is a course that teachers search for teaching resources and develop independently on the basis of existing teaching materials and students' learning ability in the process of implementing national curriculum. "Primary Mathematics Extended Course" is a kind of classroom teaching that expands, extends or looks forward to the content teaching of primary mathematics textbooks. (Organized from Baidu and "Research on Teaching Strategies for Expanding Mathematics in Primary Schools")
Expanding curriculum is not a substitute for basic curriculum, but a useful supplement to national basic curriculum, and the center of research is basic curriculum. Appropriately adding outward bound training courses can enrich mathematics, make children learn more flexibly, better improve students' academic accomplishment, and make mathematics a paradise for students to learn. (Organized from the comments of Teacher Zhu Dejiang, a member of the textbook writing group of Beijing Normal University Edition)
(1) Expand students' interest and make them feel good about mathematics.
(2) Expand experience, and constantly experience mathematical expression and perception through mathematical activities, rather than prior knowledge.
(3) broaden your horizons and let children open a window to see a wider world of mathematics and the close relationship between mathematics and life.
(4) Expanding thinking, classroom activities should be rich in mathematical thinking.
(Organized from the comments of Teacher Zhu Dejiang, a member of the textbook writing group of Beijing Normal University Edition)
If it is for all students, there should be fewer extended courses. At present, there are some contents in all versions of textbooks, so it is very rare to organize this part of teaching, so don't add burden to students. Second, when facing some students, we can expand some students who are interested in learning and help them continue to explore the mathematical world outside the curriculum. In a word, the choice of course role is very important. (Organized from the comments of Teacher Zhu Dejiang, a member of the textbook writing group of Beijing Normal University Edition)
(1) Design a reasonable learning path. It is difficult to expand the curriculum, and the requirements for children should be low. Enter the classroom first, and then gradually enter the depth of thinking.
(2) Choose appropriate learning support. Expanding courses must be interesting and cannot be taught in the way of traditional courses. When preparing lessons, we should consider the design of learning tools, task lists, learning tasks and materials.
(3) Let students learn independently, and combine autonomous learning with cooperative learning. Let learning really happen and move towards deep learning.
(4) Use questions and tasks to guide students to participate in learning and promote students to truly express dialogue and think.
(Comments compiled from Mr. Zhu Dejiang, a member of the textbook compilation group of Beijing Normal University Edition, and Si Miaoer, a primary school mathematics researcher of Zhejiang Education Department)
The national basic curriculum ensures the completeness and necessity of the content of primary school mathematics curriculum, and expanding the curriculum is a useful supplement to the basic curriculum. Whether it is an extended course or a national basic course, students can learn through "three studies":
(1) study textbook. Fully open up the content of teaching materials and apply what you have learned; Grasp the difficulties and difficulties of students in the application process and strengthen their study; Choose meaningful materials to promote learning.
(2) learn from peers. Drawing lessons from many creative classrooms at home and abroad, we should not only learn teaching methods, but also pay attention to what children should learn in the classroom.
(3) learn from children. Students want to do, love to do, and can do it very well. In interesting classes such as games, you can see the children's learning process and let them guess and practice boldly.
In a word, if every math teacher can sort out the rules, blocks and items of math textbooks, he can follow the rules of students' understanding of things in the teaching process and let students learn math in a way, efficiently and with interest. (Reminiscent of the remarks made by Guan Pei, principal of Wuhan Yucai Primary School)
Su Shi's speech reflected my hesitation in teaching. Obviously, the content of basic courses in textbooks can't meet the needs of students with learning ability. I want to "go home with the wind" to expand the breadth and difficulty of mathematics, but I am worried that some children will be frustrated if they don't understand it. How to expand the content of teaching materials, make mathematics full of fun and challenges, and at the same time take care of the actual situation of all students?
I hope that with the help of this summit and the wind of expanding courses, students can dance on the heights of mathematics and find out the shadow!