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# Mathematics Curriculum Design Experience (1)#
This course design gives me a deeper understanding of the course data structure. Data structure is a practical course. In order to learn this course well, we must strengthen computer practice while mastering theoretical knowledge.
My course design topic is the operation of clue binary tree. When I first started this program, I felt completely at a loss, and even made me feel that it was impossible to complete this program design. So I began to look up all kinds of materials and references, and then started the handwriting program, and there were many problems after writing. Especially when deleting the clue binary tree, many situations are not thoroughly considered, and mistakes are often made in operation, but the problem is basically solved through the help of classmates.
In this course design, I understand the importance of combining theory with practical application, and improve my ability to organize data and write large-scale programs. It has cultivated basic and good programming ability and cooperation ability. This course design has also improved my ability to comprehensively apply what I have learned. And have a deeper understanding of VC. Data structure is a practical course, and computer practice is the most basic method to cultivate students' comprehensive quality, and it is an indispensable teaching link that complements classroom listening, self-study and practice. On the one hand, computer practice can make the knowledge in books "live" and achieve the purpose of deepening understanding and mastering teaching content flexibly; On the other hand, computer practice is the training of students' comprehensive ability of software design, including the basic skills and skills of problem analysis, overall structure design and programming. In addition, more importantly, the machine is a stricter invigilator than any teacher. Therefore, in the learning process of "Data Structure", we must do every experiment actively and conscientiously in strict accordance with the teacher's requirements, and constantly improve our programming ability and professional quality.
Through the course design during this period, I realized that data structure is a very difficult course. Need to spend more time practicing on the computer. This program training has cultivated my practical problem analysis, programming and hands-on ability, made me master the basic skills of programming and improved my ability to adapt to reality and practice programming.
Generally speaking, this course design has benefited me a lot, and I have a further understanding and understanding of data structure.
# Experience of Mathematics Curriculum Design (Part Two) #
The new curriculum concept emphasizes that curriculum design must start from students' perspective and be related to their experiences and experiences. It advocates people-oriented, student-centered, paying attention to students' lifelong sustainable development, and paying attention to the cultivation of various abilities and innovative consciousness. Classroom teaching should follow the teaching rules and step by step. In this book, the editor can theoretically explain the educational concept in mathematics classroom teaching to readers, lead readers to design classroom teaching schemes, and let readers benefit from the concept teaching, proposition teaching, review class and other teaching links in mathematics classroom. In my teaching career of more than ten years, I deeply realized that the success or failure of a class can not be separated from the teaching design before the class begins. If you can do a lot of preparatory work before class, fully study the key and difficult points of the class and understand the class.
Mathematics classroom should be life-oriented, and the new curriculum advocates guiding students to engage in mathematics activities with concrete, interesting and challenging materials, so that classroom teaching content is no longer empty and boring, mathematics is closer to reality, and students feel that mathematics comes from life and produces acceptance psychology. For example, when introducing scores in the new curriculum, take the height as an example to compare the height of Yao Ming, a famous person, so that students can realize the practicality of mathematics; When the angle is relatively large, compare who has the best chance to score with the football shot that students are familiar with; When learning the circle, a problem was designed at the beginning of teaching: two remote control model robots competed along two tracks with different shapes, one with a side length of 4. 7 meters square, and the other is a circle with a diameter of 6 meters. If they start from a point at the same speed at the same time, who will arrive at the original starting point first? When the function is introduced, the corresponding relationship between each person and his birthday, and the corresponding relationship between buttons and buttons on clothes. By introducing examples from life, students' perceptual knowledge can be enriched and their interest in learning can be stimulated.
In mathematics teaching design, we always teach students the importance of learning scientific knowledge, and more importantly, form a scientific attitude and spirit. The so-called scientific attitude is the attitude of seeking truth from facts, and the so-called scientific spirit is the spirit of doubt, criticism, exploration and creation. However, this attitude and spirit cannot be preached separately from the actual process of subject teaching and subject development. It must run through the whole process of subject teaching. There are various teaching modes, and how to choose them should be based on students' knowledge level, learning motivation, learning ability, learning style and learning attitude, or teachers' own different specialties, mathematics literacy and teaching style. Teachers who have a thorough understanding of mathematics teaching content and are good at expressing their thoughts in vivid language will often get better results by adopting the teaching mode of combining teaching with practice, while some teachers are good at inspiring students' thinking, so it is more suitable for them to adopt the guided discovery mode. For example, in the teaching of mathematical concepts, some are defined by mathematical formulas, such as proportional function, inverse proportional function, linear function and quadratic function. Some summarize their own * * * properties by enumerating some formulas, and define them in words, such as equations;
Mathematics classroom design should give full play to students' subjectivity. In my opinion, teachers should play more guiding and inspiring roles in class. After stimulating students' desire for knowledge, teachers should show students the contents of the new curriculum in a timely, planned and hierarchical manner, so that students can participate in the process of establishing new knowledge and urge them to understand and master new knowledge. At the same time, in the teaching process, we should consciously combine the teaching content, show students the information of "how to think" and improve students' thinking ability. Although the classroom teaching structure has its relatively stable activity procedures, it is by no means fixed. It should be adjusted according to different teaching tasks, teaching contents and the actual situation of students in this class, and organically combined. To optimize the teaching process, it is necessary to comprehensively consider various factors in the teaching process, so that the procedures arranged for each class become a scientific and orderly combination, and all links become an integral part of the whole. These problems are the combination of old and new knowledge. Teachers should help students understand new knowledge and put forward problems between recent development fields according to students' existing knowledge in order to realize knowledge transfer. Teachers should mobilize students' learning enthusiasm and guide them to open their minds and think about problems. At this stage, for example, in the intuitive teaching of geometry, students should be guided to analyze and answer with their hands, mouths and brains, and various senses should be mobilized to participate in the process of learning and exploring knowledge. According to students' questions, teachers can master a lot of feedback information, so as to guide, dispel doubts and doubts in a targeted manner and improve classroom teaching efficiency. In particular, teachers should encourage poor students to ask questions and answer them patiently.
"Mathematics teaching design" can make us realize that all elements should be considered in mathematics design from all aspects of mathematics teaching. Students should make a good design before class according to the content of class, so as to provide sufficient materials for classroom teaching and achieve the purpose of classroom teaching.
# Experience of Mathematics Curriculum Design (3) #
Through online learning, I have a deep understanding of the content of the new curriculum standards for primary school mathematics. I feel that this curriculum reform is definitely not just a change of teaching materials, but a thorough reform of students' learning methods and a major reform of our teachers' teaching methods. This course focuses on the content analysis and teaching design of the new mathematics curriculum in primary schools. The contents include: the basic concept of the new curriculum; Research and design of number and algebra teaching: research and design of space and graphics teaching: research and design of statistics and probability teaching: research and design of practice and comprehensive application teaching. On the basis of studying the basic concepts of primary school mathematics curriculum, this paper focuses on four aspects of primary school mathematics curriculum: number and algebra, space and graphics, statistics and probability, practice and comprehensive application, and discusses each part from two dimensions: content analysis and teaching design. Let me talk about my feelings after studying:
First of all, mathematics curriculum should promote the development of every student.
Mathematics curriculum in compulsory education should be basic, universal and developmental. Mathematics is an important part of compulsory education, which is the basic education and the beginning of every child's formal education. Elementary school to junior high school is an important stage to lay a foundation for students, and education at this stage should reflect the foundation. The basic performance is to lay a mathematical foundation for students' growth and for students to go to society in the future. Universality is considered from the task of compulsory education. With the proposal and gradual realization of universal compulsory education, the teaching objectives and contents of all subjects in primary and secondary schools should also be adapted to it. Mathematics education should be designed and implemented for every student from the perspective of universal education in order to achieve the goal of universal compulsory education. Development is to pay attention to the development of each student, so that students with different intelligence levels have opportunities for development and their intelligence level is improved. Development can be understood from two aspects: on the one hand, it emphasizes the development of each student and the development of each student's mathematical literacy; On the other hand, we should also pay attention to the individual development of students and the differences of their individual development. It is not a universal method, nor does it require all children to reach the same level. More space should be left for those students who can develop and develop. This development is the development of students' wisdom and potential, so that each student can develop according to his own needs and potential.
Second, we should always stimulate students' learning enthusiasm in mathematics teaching.
Teaching and learning are bilateral relations between teachers and students. Teaching should be effective and learning should be active. Initiative comes from interest, and interest needs to be cultivated. The same textbook is lively and interesting, and students never tire of listening to it, with endless aftertaste; Dogmatically speaking, boring, students are stupefied, get twice the result with half the effort. In order to enliven the classroom atmosphere, arouse students' learning enthusiasm, improve the art of lectures and enhance the teaching effect, the specific methods are as follows:
1, pay attention to the vivid teaching mode and language.
Pay attention to attitude in class, and through various ways, especially humorous ways and vivid language, students' interest in learning will be doubled, their mood will be high, and they will enter a higher learning mood.
2. Pay attention to the method of asking questions to stimulate students to think positively.
Teachers should make students think about a series of small problems and solve them one by one to enhance their learning confidence. Paying attention to questioning methods and skills can give full play to teachers' leading role and students' main role, arouse students' enthusiasm in classroom teaching and improve teaching effect.
3. Make math classroom teaching interesting.
One of the reforms of junior high school mathematics textbooks is to insert columns such as "think about it" and "talk about it" in the text, paying equal attention to knowledge and interest. Interspersing interesting teaching in the classroom can not only satisfy students' thirst for knowledge, but also improve students' initiative and enthusiasm in learning.
Third, provide students with a variety of mathematics learning content.
The standard provides students with realistic, interesting and challenging mathematics learning content, and becomes the main material for students to actively engage in mathematics activities such as observation, experiment, guess, verification, reasoning and communication. The presentation of content is based on the basic model of "problem situation-modeling-explanation, application and expansion".
In this curriculum reform, the field and scope of mathematics content have changed greatly. The content of mathematics learning is divided into four areas: number and algebra, space and graphics, statistics and probability, practice and comprehensive application. This has changed a lot compared with the past. The purpose of increasing the field of practice and comprehensive application is to let students know more about the practical significance of mathematics and cultivate their ability to solve problems by using mathematical knowledge comprehensively. The contents of number and algebra, space and graphics, statistics and probability have also changed greatly. The change of content structure makes primary school mathematics richer and more diverse, and gives students the opportunity to contact more problems related to reality. Through practical problems, students can understand the significance of mathematics in daily life, and can use mathematics to express things and communicate. Another problem is the presentation of content, or the presentation of teaching materials.
The standard advocates the diversity, interest, life and situation of teaching materials, which conforms to the age characteristics and cognitive laws of students. In order to make most students like mathematics and be interested in mathematics learning, we should first show the contents of the textbook in a lively form and in a way that students like. Abstract content needs more flexible forms and more interesting examples to show what you have learned. The changes in the presentation of teaching materials are manifested in two aspects. First, the external forms are more flexible and diverse; Second, there is enough space for students to move, imagine and communicate; Third, use stories appropriately to express the situation of the problem.
Fourth, face the whole people and attach importance to the cultivation of non-intellectual factors.
Intelligence factors and non-intelligence factors promote each other under certain conditions. Students with the same level of intelligence sometimes have a big gap in their academic performance. The main reason is that non-intelligence factors hinder the effective development of his intelligence, such as poor learning enthusiasm and poor self-discipline ability. Therefore, cultivating students' non-intelligence factors can effectively improve the quality of teaching, especially the quality of classroom teaching.
Especially for our primary school students, we should pay more attention to non-intellectual factors, take "love" as the principle, grasp our own personality characteristics, try our best to appease, care and love, and give more encouragement. Give patient guidance in learning, fully affirm progress, help them build confidence and gradually cultivate students' interest in learning.
After analyzing the content of the new curriculum of primary school mathematics and learning the content of teaching design, I will grasp the essence of mathematics and think about how to design effective teaching activities when preparing lessons in the future. In teaching design, we should ask more questions, study more textbooks, understand the relationship between textbooks, and strive to make teaching design have mathematical details at a certain height.
# Experience of Mathematics Curriculum Design (4) #
First, strengthen theoretical study and deeply understand the connotation of research.
1. From the current situation of the implementation of the new curriculum classroom teaching, there is a phenomenon that the new curriculum concept is out of touch with teaching behavior, and the curriculum reform and teaching quality are "two skins". This has become a bottleneck that leads to the overload of students' schoolwork, the excessive pressure of teachers, the low efficiency of education and teaching and the difficulty in deepening curriculum reform. The reasons are various and complicated, but one of the most important factors is that in the process of transforming the new curriculum concept into teaching practice, it is difficult to implement the teaching objectives of the new curriculum and improve teaching efficiency and quality due to the lack of help and guidance from the specific teaching technology level. Therefore, studying and exploring classroom teaching design is an important content and key issue to promote and deepen the new curriculum teaching reform.
2. The necessity of improving the teaching professionalism of primary school mathematics teachers.
The implementation of the new curriculum requires teachers to change from "faithful executors" of textbooks to "innovative designers" of curriculum teaching. Therefore, the ability to creatively design primary school mathematics classroom teaching has become an important aspect of the professionalization of primary school mathematics teachers. In the teaching practice of the new curriculum, most primary school mathematics teachers lack training guidance in teaching design. Therefore, the classroom teaching design of most primary school mathematics teachers still stays at the traditional design level of "subject-based" teaching "textbook knowledge", lacking the experience and needs of learners and the process of learner construction. Due to the comprehensive consideration of curriculum resources, learning situations, learning methods, teachers' roles, learning groups and other factors, it is difficult to integrate three-dimensional teaching objectives, improve teaching quality and efficiency, effectively use curriculum resources and effectively stimulate students' learning initiative in classroom teaching practice. Therefore, this study is also the need to help primary school mathematics teachers improve their teaching professionalism, teaching quality and efficiency.
3. Effective instructional design is a common concern of teaching theory and practice at present, and it is also a new science with technical characteristics. The so-called teaching design refers to the overall systematic planning and specific arrangement of teaching activities' target content, organizational form, teaching methods, learning situation, evaluation guidance and the whole teaching process under the guidance of certain teaching theory, according to the requirements of curriculum standards and teaching materials, and based on students' learning characteristics and needs, so as to improve the quality and efficiency of classroom teaching and realize the optimization of teaching process under possible conditions.
Second, clear research objectives:
1. Explore the concept and application theory of primary school mathematics classroom teaching design under the background of forming new primary school mathematics curriculum, form several design modes and specific operation methods, and effectively put forward teachers' classroom teaching design ability.
2. Reveal the specific relationship and law between the process of primary school mathematics teaching activities and the formation of students' subject literacy under the background of the new curriculum, so as to enrich the understanding of classroom teaching design.
3. Form a series of primary school mathematics classroom teaching design cases and guiding opinions as a reference for teachers to learn and design classroom teaching.
Third, practical teaching research.
1, grasp the key points-accurately grasp the teaching objectives
Effective teaching design is the premise of achieving teaching objectives. The better teachers grasp the teaching objectives of the new curriculum and classroom, the more effective the teaching will be. Therefore, I think it is the first standard of a math class to accurately determine the teaching objectives and complete them. In order to show effectiveness in teaching, teachers should first design the accuracy of knowledge and skills, process and methods, emotions, attitudes and values of this course. Secondly, whether the designed teaching goal pays attention to students. The setting of teaching objectives must conform to students' cognitive characteristics. Only when you design a student-centered goal instead of knowledge is it effective.
The following is my grasp of the teaching objectives in the process of "coin toss" teaching:
Coin-throwing is the first time that students come into contact with the uncertain phenomenon in classroom learning, which is a brand-new understanding for students. Students must be involved in the activities to feel for themselves and gain intuitive experience.
I set the following teaching goals:
(1), in the simple guessing activity, I feel the uncertainty phenomenon, and initially experience that some things are uncertain and some are certain.
(2), will use words such as "certain", "possible" or "impossible" to describe the possibility of some events in life.
In other words, when designing teaching objectives, we should do the following:
(1), understand students' existing knowledge base and life experience, and determine practical teaching objectives for students. (Pre-class research)
(2) Mathematics learning activities must be based on students' cognitive development level and existing experience. (Grasp the breakthrough point)
The teacher designed a coin toss game at the beginning of the class. When the teacher asked the students to play games independently, they found that (coins may be upside down or upside down), and initially felt the "possibility" of the event, and empirical mathematics was around us. At the same time, it also creates a relaxed and lively classroom atmosphere for students. Students unconsciously predict the possibility of events from coin toss activities, and naturally introduce new lessons.
In this class, students participate in the occurrence, development and formation of knowledge in a series of game activities such as "coin toss, ball touch, plate loading and lottery", and the "three-dimensional goal" is well realized. It truly embodies that "a good beginning is half the battle."
2. Create a good mathematics learning situation-stimulate students' learning needs.
Since the curriculum reform, "creating situations" has become a beautiful landscape in the primary school mathematics classroom. Some interesting, novel, thoughtful and challenging classroom learning situations have opened teachers' eyes. But how to make the design situation effective is an important problem we study.
Starting from students' life experience and existing knowledge, "coin toss" creates vivid and interesting situations, which conforms to the psychological characteristics of junior students and the reality of teaching materials. Students can play and learn mathematics in situations full of childlike interest, such as guessing, tossing, touching, comparing and talking. Students can discover and master the knowledge about "possibility" through activities, and initially learn to observe things and think about problems from the perspective of mathematics.
CD loading game is more open, challenging and creative. In the process of exploration, let students imagine to guess, operate, explore, discuss, judge, verify conclusions and solve problems. When students put a bag that they can't touch the green round block and something that they can touch the green round block into the bag, their answers are different. The open exploration process provides students with more opportunities for participation and success, stimulates their enthusiasm for learning, and makes every student develop in active exploration. It is realized that everyone learns valuable mathematics and everyone obtains necessary mathematics.
3. Apply what you have learned-choose appropriate teaching methods.
When preparing lessons, we often rack our brains to think about how to design scenes, how to design problems, what kind of learning methods to adopt, etc. It is easy to ignore the students themselves. The so-called "learning situation analysis" is often scripted without real investigation and understanding. In the activity exploration of the possibility of the course I teach, students can experience "certain", "possible" and "impossible" by touching the ball. At the beginning of teaching, in order to save time and improve efficiency, I want students to experience certainty and uncertainty in one activity through comparative study, so I divided the balls in six groups of boxes into three situations (all yellow balls, white balls and yellow balls, blue balls and yellow balls with white balls), and asked students to carry out activities in groups (touch the balls from the boxes and record the colors of the balls found), and then each group reported the activities. There are white and yellow balls; There are white balls, yellow balls and blue balls), but when each group reports, the students in other groups are not interested at all. In the process of "certain", "possible" and "impossible", the students' enthusiasm for learning is not high, and only a few students are expressing their opinions.
The first trial teaching didn't achieve my expected effect. After class, I seriously reflected on the reasons for this situation: the discovery of the regularity of simple events by junior high school students still comes from intuitive experiments, and it is difficult for them to show three kinds of touches at the same time in an activity, because each group only verified their own findings, while the conclusions of other groups were not verified, so they were at a loss. In the second trial teaching, I let the students go through two activities. The first time: each group's boxes are filled with yellow balls. Students can experience the possibility of events happening or not by touching the balls, and understand "certain" and "impossible"; Second time: There are two yellow balls and two white balls in each group's box. By guessing and verifying together, the team experienced the uncertainty of the event and understood the "possibility". The level of the two activities is clear, and the students' thinking of constructing knowledge is clear.
Several teaching attempts have made me deeply realize that students are the masters of the classroom. Only by truly understanding students can we accurately grasp the teaching orientation and carry out teaching design. Therefore, teachers should fully understand students, teach with learning, and really promote students' active development, so as to learn from each other.
This semester's project research has just begun. I believe that in the future teaching, I will teach after the research and study in the teaching process, so that the subject research can really play an effective role.
# Experience of Mathematics Curriculum Design (Chapter 5) #
Our fifth grade group carried out the research on the development of ecological classroom environment of primary school mathematics, and gained a lot. My experience is as follows:
First of all, I like the team organized by our team leader Mr. Zhao. Teacher Zhao is knowledgeable, rigorous and funny, and is very kind to us. He has no airs and is always full of affirmation and encouragement to his teachers. Other teachers in the research group are very capable, and they are good at taking classes, evaluating classes, doing surveys and writing articles. And I have so many shortcomings. However, compared with pressure, I feel more honored to have the opportunity to learn from excellent teachers such as Mr. Zhao.
Secondly, I like the form of our activities. Every activity is to discuss and exchange topics on the basis of teaching plans, and then Mr. Zhao gives theoretical guidance to the topic research. Not only that, he also helps us to write investigation reports, papers, cases, class competitions, and activities in the math ecology classroom. Over the past year, these colorful activities have broadened my horizons and gradually changed my educational philosophy.
Thirdly, I like the topic "Research on the Development of Ecological Classroom Environment of Primary School Mathematics". Through the study of every activity, I gradually realized that teachers educate students, just like cultivating plants, and let them grow naturally, instead of casting batches of products or mechanical parts with molds like industry. Facing the seeds of plants, as long as you prepare soil and fertilizer, make full use of sunlight and water, follow the inherent growth law, and believe in the inherent strength of seeds, you will surely germinate, blossom and bear fruit smoothly!
In the classroom of mathematics ecology, we should not only emphasize knowledge and skills, but also pay attention to the cultivation of students' innovative spirit, emotional will and sound personality. We should not only attach importance to preset goals, but also to classroom generation, and encourage students to produce new ideas and methods in the learning process. The task of teachers is not only to complete the preset plan, but also to discuss, share and create a beautiful life experience with students.
This year, when I was studying in class, I would unconsciously observe from the perspective of ecological classroom environment, observe the physical environment of the classroom, observe the communication between teachers and students, and observe the evaluation and emotional communication between teachers and students. In the high-quality classroom, in the cooperation and communication between teachers and students and classmates as friends, after repeated ideological confrontation and initial arguments, what remains is repeated knowledge gains, repeated ability improvement and repeated emotional satisfaction. Students always maintain a high enthusiasm for learning, feel the joy of learning and taste the joy of success.
I especially like this classroom atmosphere. Even as a teacher, it attracts my happy thinking and active participation. I feel that I am in the classroom environment of mathematics ecology, so I feel this way. Maybe I'm not the only one influenced by its charm. In my own classroom teaching, I am also trying to create an ecological classroom environment. In addition to simple and beautiful courseware and blackboard design, I am still teaching new knowledge in a way that students like and accept, combining with the age characteristics of students. In class, ensure the number and time of group cooperation and communication, teachers pay attention to listening, and students' evaluation is encouraged and expected. My teaching concept has gradually changed with my participation in the research, but the degree of change is not ideal. How to "guide" students in class, how to give full play to students' subjectivity, and how to communicate with students emotionally have been bothering me. When will your classroom environment be "ecological"?
Yes, education is "agriculture", a hard work and a harvest. Only by truly investing in the field of teaching and research can students give themselves a satisfactory classroom.
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