The new curriculum standard of primary school mathematics is the guiding program of primary school mathematics teaching, and the new curriculum concept should be fully reflected in primary school mathematics teaching. The new curriculum standard stipulates that the mathematics curriculum in compulsory education should be basic, universal and developmental, so that mathematics education can face all students, emphasizing that everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics. This curriculum standard embodies the main position of students in returning mathematics classroom to them. Therefore, when designing teaching plans, teachers should regard students as the main body of learning and the master of the classroom. Teachers should arouse students' enthusiasm and initiative in learning and cultivate students' mathematical quality of active inquiry through various teaching methods.
Second, the establishment of teaching objectives
Teaching activities always have goals, that is, the embodiment of classroom significance and value. The objectives of primary school mathematics curriculum are: to enable students to acquire important mathematical knowledge, basic mathematical thinking methods and necessary application skills necessary to adapt to future social life and further development; Initially learn to use mathematical thinking to observe and analyze the real society, solve problems in daily life and other disciplines, and enhance the awareness of applied mathematics; Understand the close relationship between mathematics and nature and human society, understand the value of mathematics, and enhance the understanding of mathematics and confidence in learning mathematics well; Have a preliminary spirit of innovation and practical ability, and can be fully developed in emotional attitude and general ability. Combined with this goal, teachers' teaching plans should reflect the transfer of knowledge, the cultivation of interest and the guidance of mathematical thinking mode.
Third, grasp the content of teaching materials and the situation of students.
Correctly grasping the content of teaching materials is the main task of preparing lessons, and it is also the key link in the process of preparing lessons. In primary school mathematics teaching, mathematics teachers should delve into textbooks. It is necessary to grasp the integrity and systematicness of teaching materials and reflect the cultivation of mathematical thinking ability; It is also necessary to clarify the relationship between knowledge points and adhere to the gradual development of knowledge and ability; We should also pay attention to the analysis and decomposition of key points and difficulties, and find methods and angles that are convenient for students to accept.
In the process of preparing lessons, in addition to grasping the content of teaching materials, students should also be prepared. Preparing students is to really understand the reality of students, such as the style of study, the basis of learning, and the enthusiasm of learning. It is necessary to find out the actual situation of top students, middle students and students with learning difficulties in the class, understand students' learning interests, motivations, attitudes and habits, and consciously influence them in actual teaching. For example, when preparing lessons, teachers should answer questions such as what students already know, what students want to know, how students like to explore the answers to questions, and those difficult questions need to be expanded and extended. When these questions are clear, the teacher will make clear the starting point of teaching.
Fourth, design appropriate teaching methods.
Only through appropriate teaching methods can students be willing to learn and accept the teaching content. Because of the characteristics of primary school mathematics, teaching methods are particularly important. Without proper teaching methods, teaching will become boring and the classroom atmosphere will be lifeless. Situational teaching method is one of the commonly used teaching methods in primary school mathematics teaching. In the teaching process, through designing various scenes closely related to students' life, students can realize the happiness of learning and the convenience brought by learning mathematics, and realize the value and beauty of mathematics. The second is the wall chart method. The abstract mathematics knowledge that is difficult to understand in the teaching content is processed into an operable wall chart. The styles and colors of these pictures are in line with students' age characteristics, full of children's interest, and easy to stimulate students' existing life experience and mathematics knowledge from the reality of students. The third is practical teaching method. Practical teaching method helps students to understand the ins and outs of knowledge in the process of hands-on operation, and also helps to transform mathematical knowledge into practical ability. Because the fundamental purpose of students' learning mathematics is to give play to the guiding role of knowledge in practical ability.
Five, write a summary of teaching
After each class, the teacher should summarize the lesson preparation and classroom activities, form teaching reflection, and write it in the lesson plan book, so that the teaching summary becomes a link and content of lesson preparation. In the teaching summary, we should not only record the success of preparing lessons, but also record "failure"; It is necessary to record the performance of both students and teachers.
In a word, the teaching concept of the new curriculum of primary school mathematics requires teachers to fully consider various factors such as the content of the textbook, students' learning situation, students' actual life and so on when preparing lessons, so that students can experience the fun of mathematics in class, grasp the new concept of the curriculum more accurately, correctly integrate the content of the textbook, clarify the scientific goals and requirements, adopt flexible and diverse teaching methods, and let mathematics go out of the classroom, enter the real life and enter the real field, and cultivate students' ability to use mathematics flexibly.