In the past XX years, the research on primary school mathematics teaching in the teaching and research section has mainly focused on "one center, two improvements, three advantages, four emphases and five strategies", and completed various tasks assigned by the superior leaders and the teaching and research section, and achieved good results.
One center: focusing on serving the grassroots, teachers and curriculum reform. According to the Party's educational policy and the needs of primary school mathematics education and teaching situation, the research on primary school mathematics teaching aims at serving primary schools, front-line teachers and teaching researchers, and carries out work in a down-to-earth manner in view of the problems existing in curriculum reform and development.
Two improvements: improving the quality of primary school mathematics classroom teaching and improving the professional development level of primary school mathematics teachers. Classroom teaching is the focus of all problems, and teachers are the key to improve the quality of classroom teaching. Primary school mathematics teaching and research aims at "two improvements", solving classroom teaching problems as the key link, and promoting the improvement of primary school mathematics classroom teaching quality and the professional growth of primary school mathematics teachers.
Three advantages: using the advantages of the primary mathematics teaching Committee of the teaching and research section and the provincial "problem-solving" research group to form a teaching and research network and promote the better realization of the work objectives.
Four key points: research, training, communication and guidance are the key points of primary school mathematics teaching and research. Professional research is the foundation. It is the need of long-term development to train teaching researchers and teachers and improve their professional quality in mathematics teaching and research. Communication is the basic way of teaching and research. We can guide primary schools and teachers to improve the effectiveness of teaching and research according to different levels and different needs.
Five strategies: in the teaching and research work of primary school mathematics, the main strategies are as follows: 1. Inquiry field. Including the research field extends from teaching research to teachers, students and textbooks, and the content field extends from different modules to the same content in the same class. The second is to build a platform. Guided by the provincial exchange platform, we will promote the establishment of a regional exchange platform between districts, cities or counties, and form a pattern of communication promotion that echoes up and down and develops in an all-round way. The third is to integrate resources. Integrate national teaching and research information with regional teaching and research experience, general teaching and research methods with primary school mathematics teaching and research achievements, and subject experimental research information organically, so as to make it a tool needed by grassroots, useful for teachers and effective in teaching and research. The fourth is to improve communication. In teaching and research work, we should integrate teaching and research resources in the form of excellent courses, case analysis, papers, teaching design, after-class reflection, lectures with topics, interactive evaluation of courses by SMS, exploratory research and so on, so as to promote teachers' professional growth. The fifth is to lead the radiation. In the teaching and research work, we should pay attention to discovering and cultivating excellent teachers and high-quality courses of different ages, regions and levels, do a good job in the teaching and research work of the schools in the base of curriculum reform, first listen to the curriculum evaluation to absorb and exchange information, and then set up special lectures to integrate the leading role of the profession into the school-based teaching and research work.
Work efficiency:
1. Arrange the teaching and research work of primary school mathematics throughout the year around the experimental work of curriculum reform, so that the work can be carried out in a targeted and planned way. At the beginning of the year, according to the general arrangement of provincial ordinary classrooms, the annual work plan of primary school mathematics teaching and research was formulated. The application guide for the key project of Shanxi Province "Research on Theory and Practice of Mathematical Problem Solving in Primary Schools" was issued, which guided the research groups to apply for subprojects on the basis of regular summary, and approved the establishment of research subprojects in 203 schools. Then, in June, the Opinions on the Experimental Research on Solving Mathematical Problems in Primary Schools in Shanxi Province in the Second Half of XX was issued to guide the sub-project experimental research to be carried out step by step. Arrange the activities of the primary school mathematics teaching Committee of Shanxi Education Association for XX years, so that the teaching and research work of primary school mathematics can be carried out smoothly and orderly.
2. Plan and organize various training activities for teaching researchers and teachers. First of all, give priority to the self-construction of teaching and research personnel, hold special training activities for teaching and research personnel for the first time, sum up and exchange experience in curriculum reform, help teaching and research personnel improve their basic quality and mathematical literacy, and implement research instead of training. The research activities adopt the learning method of combining thematic inquiry, interactive discussion and listening and evaluation class, and carry out the research on the basic knowledge and skills of teaching and research to help teaching and research personnel solve the problems encountered in teaching and research work; Secondly, through the provincial primary school mathematics professional conference, explore and innovate the training method of replacing training with meeting; Third, actively organize primary school teachers to participate in the national primary school mathematics professional conference and textbook training activities of various publishing houses, and promote various training activities in cities, counties and districts. Fourth, actively organize and participate in the solicitation of opinions on the revision of mathematics curriculum standards, taking it as an opportunity for teaching researchers and teachers' representatives to learn and improve, so that everyone can put themselves at the national level and the development level of the times, examine, think, sort out and refine with a broader vision and a farther vision, express their opinions, put forward opinions and suggestions comprehensively, objectively, constructively and practically, and complete the task with high quality. Through various training activities, questions lead discussion, classroom teaching as the carrier, and interactive exchange activities such as on-site exhibition, expert evaluation and special lectures, the enthusiasm of experts and front-line teachers inside and outside the province is mobilized, a relaxed and positive training environment is created, and inquiry-based training methods are innovated to expand the positive influence.
3. Open up the field of teaching and research around the experiment of curriculum reform, and deeply study the classroom teaching of primary school mathematics. Around the experiment of curriculum reform, continue to explore the field of primary school mathematics teaching and research: first, carry out the experimental research of the sub-topic of "problem solving" in depth, expand the teaching and research field of experimental research, and enhance the pertinence and effectiveness of curriculum reform and subject experiment; The second is to advocate and promote school-based teaching and research, so that the field of mathematics teaching and research in primary schools can be extended to solve classroom teaching problems in schools; The third is to pay attention to the characteristics of teaching and research work in rural schools and explore the contents and methods of teaching and research work in rural schools. At the same time, the deepening of teaching research, from carrying out teaching research in different content fields to carrying out heterogeneous teaching research in the same class with the same content, different levels of schools, different teachers' styles and different teaching designs, has aroused teachers' profound thinking and enlightenment, and made clear the requirements of various teaching methods with students as the main body and teaching and research work with teachers as the main body.
4. Integrate resources, build a platform, enhance communication, lead radiation, and continue to promote teaching and research activities. First, integrate provincial-level teaching and research, professional teaching and research, project research, national teaching and research, publishing house discussion and other activities, and create conditions to provide front-line teachers with resources and opportunities for learning and improvement; Second, actively organize province-wide teaching and research activities and build different levels of teaching and research experience exchange platforms. The 7th Fujian Primary School Mathematics Classroom Teaching Seminar and the 8th Council of Primary School Mathematics Teaching Committee were held to observe and discuss 13 quality classes. The textbook covers three different editions: People's Education Edition, Soviet Education Edition and Beijing Normal University Edition, covering four fields and six grades, including number and algebra, space and graphics, statistics and probability, practice and comprehensive application. I enjoyed the demonstration classes of two specially invited young teachers inside and outside Fujian Province, listened to expert lectures, and tried SMS interaction. The 12th on-the-spot teaching observation seminar of experimental research on mathematical problem-solving in primary schools in Guangdong Province was held. The heterogeneous on-the-spot teaching, after-class reflection and expert comments of five subjects 14 in grades two to six were displayed, and the teaching ideas, treatment methods and personality styles of different teachers with the same teaching content were displayed, so that everyone could pay attention to the overall situation in comparison, think from different angles, sum up exchange experiences and further explore the rules of primary school mathematics classroom teaching. At the same time, the meeting also showed five teaching cases. Third, large-scale teaching and research activities at the provincial level have created an extension mechanism, which has promoted and promoted teaching and research exchange activities at different levels in various districts, cities, counties and schools, and also promoted the development of teaching and research activities in rural schools. Each city 13 district carries out 14 teaching and research exchange activities throughout the year. At the same time, a meeting of members of the Fuzhou Central Committee was held to study this issue. Colorful, solid and effective teaching and research activities have achieved fruitful results: in the selection of national-level excellent courses, our province won three class first prizes, 1 class second prize, 3 1 class first prize and1class second prize, and provincial-level excellent courses won five first prizes, two second prizes and two third prizes. According to the unified deployment of ordinary classrooms in the province, a selection activity for innovative teaching designs of mathematics in primary schools in the new curriculum was held, and 124 excellent teaching designs were recommended and collected at different levels, from which 27 first prizes, 49 second prizes and 48 third prizes were selected. This year, the "heterogeneous teaching in the same class" and "short message interactive on-site lecture evaluation" in primary school mathematics teaching and research in our province were rated as two major characteristics of primary school mathematics teaching and research activities, which were widely praised both inside and outside the province.
The main problems are as follows: first, the experiment of primary school mathematics curriculum reform needs to be carried out in depth and in a balanced way; Second, the effectiveness of primary school mathematics classroom teaching needs to be improved; Third, the dissemination of primary school mathematics teaching and research information needs the cooperation of all parties. These problems need to be solved in the future work.
Second, the thinking of primary school mathematics teaching and research in XX years.
1. Clarify the situation and tasks of mathematics teaching and research in primary schools. 2 1 18 the first round of curriculum reform experiment will be completed in the provincial curriculum reform experimental area. The upcoming new round of curriculum reform experiment puts forward new problems and new requirements for primary school mathematics teaching and research: how to solve the comprehensive problems of primary school mathematics classroom teaching, such as "how to review lessons" and "how to connect primary and secondary schools", how to summarize the experience and lessons of primary school mathematics curriculum reform experiment in the past six years, how to innovate the teaching and research work of the new round of curriculum reform experiment, how to make use of the opportunity of curriculum reform to make more schools and teachers achieve balanced development, and so on. Therefore, the task of primary school mathematics teaching and research work in XX year should still focus on the curriculum reform experiment, continue to adhere to the principle of serving the grassroots, teachers and curriculum reform, focus on improving the quality of primary school mathematics classroom teaching and promoting teachers' professional growth, and continue to actively participate in, serve and promote the in-depth development of curriculum reform experiments, thus promoting the effective development of primary school mathematics teaching and research.
2. Focus on solving the comprehensive problems in primary school mathematics classroom teaching. By summarizing the experience and lessons of classroom teaching in the experimental content field of primary school mathematics curriculum reform in the past six years, we are committed to studying classroom teaching problems such as "review class" and "small and medium-sized connection" and exploring methods and strategies with our own characteristics. This year, the provincial-level teaching and research exchange meeting planned to be held in May and June 165438+ 10 will list "review class" and "small and medium-sized connection" as the main contents. We will also try the on-site exchange and discussion on the "small and medium-sized connection" of mathematics in primary and secondary schools. All districts and cities should actively organize relevant schools, concentrate time and strength, carry out special research, carry out regional exchanges in various forms, solve problems, sum up experience, find talents, select and recommend high-quality courses to participate in provincial exchange awards.
3. Give full play to the advantages of the research group school and actively promote the rapid development of the sub-topic of "problem solving". The member schools of each research group should carry out experimental research in an orderly manner in accordance with the requirements of "Opinions on Experimental Research of Mathematics Problem Solving in Primary Schools in Fujian Province in 2008", so that the research group schools can always maintain the vitality and vitality of teaching and research work, actively promote teachers' professional growth, strive to improve the quality of primary school mathematics classroom teaching, and play an important role in curriculum reform experiments and the completion of annual teaching and research tasks.
4. Continue to advocate school-based teaching and research to improve its effectiveness. It is necessary to promote the establishment and improvement of school-based teaching and research organization, actively improve teachers' enthusiasm, teachers' initiative in collective cooperation and the timeliness of teaching and research personnel's participation in research, strive to build a trinity school-based teaching and research system, and promote the institutionalization, normalization and effectiveness of school-based teaching and research. The research group schools should closely combine school-based teaching and research with sub-project research activities, be good at finding practical problems in the reform of primary school mathematics curriculum, analyze problems with the method of project research, summarize and refine problems in time, take measures to solve problems, sum up teaching and research experience, and promote the continuous improvement of teaching behavior of schools and teachers. School-based teaching and research in rural areas should be put on the important work schedule of primary school mathematics, and actively explore multi-level forms and experiences of school-based teaching and research. It is planned to organize a seminar on experience exchange and classroom teaching of rural school-based teaching and research, and continuously promote rural school-based teaching and research.
5. Strive for various policy support and various teaching and research resources, and strive to build various forms of exchange and training platforms. This year, the 13th annual meeting of primary school mathematics will be held in China, the 8th classroom teaching observation seminar of primary school mathematics will be held in our province, and the 13th classroom teaching observation seminar of "problem solving" experimental research of primary school mathematics, a provincial educational reform project, will be held. Relevant publishing houses will continue to hold special seminars. There will be exchange opportunities such as teaching and research papers and excellent courses. We should cherish the opportunity of exchange and discussion, actively organize teachers to participate in exchange and discussion, broaden our horizons, accumulate experience, and exercise and improve.
6. Further strengthen the training and research of teaching researchers and teachers. We should actively take advantage of various opportunities to conduct various forms of training and research for teaching and research personnel and key teachers. Continue to organize training activities for primary school mathematics teachers and researchers. Combined with the revision of mathematics curriculum standards, further in-depth training of curriculum reform will be carried out. Organize and participate in relevant training and observation seminars organized by the whole country and publishing houses.