Summary of junior high school mathematics curriculum reform 1 On March 24th, 2008, the central school organized a seminar on the curriculum reform in our school. Through this activity, we clearly realized the importance and necessity of curriculum reform and group activities. Let's talk about some of my own views:
With the advancement and deepening of curriculum reform, our majority of mathematics teachers, like teachers in other disciplines, have been subjected to many shocks and baptisms along the way in the wave of curriculum reform. During this period, we have both successful experiences and many problems. In recent years, great changes have taken place in teachers' view of knowledge and quality, from the original emphasis on imparting knowledge to the development of students' attitude, emotion, personality and ability, from excessive pursuit of discipline rigor to mathematics education; From paying attention to students' learning achievements to paying attention to students' active learning, practical exploration and communication. Teacher-student interaction, harmony, and the relationship between teaching and learning are gradually formed. Students have basically formed an inquiry-based learning style and cultivated the spirit of independent thinking and courage to explore. In the process of learning, students not only learn to think and explore independently, but also learn how to cooperate and communicate with others, and also learn to evaluate, question and reflect; Cultivate the application consciousness and practical ability, and give full play to creativity. At the same time, there are some problems in the mathematics classroom under the new curriculum reform. These are all worthy of our deep reflection. Let's talk about the gains and puzzles of curriculum reform in recent years.
First, the gains of curriculum reform.
(A) the overall improvement of teachers' quality
In the process of curriculum reform, teachers consciously learn new ideas, which not only significantly improves their theoretical level, but also increases their rational thinking in classroom teaching and can creatively use teaching materials, which truly embodies the idea of teaching students with teaching materials instead of teaching them. The experiment of new curriculum promotes the growth of teachers, provides development space for teachers' personalized teaching, improves teachers' quality, and makes us become researchers and designers from ordinary teachers.
(B) gratifying changes have taken place in classroom teaching
Teachers put down their dignity in class and lead students to learn with an equal, democratic and kind attitude. The classroom has changed from a "teaching" hall to a "learning" hall, and teachers appear in front of students as guides, collaborators and promoters in teaching. In the teaching process, students generally like learning mathematics, are good at asking questions, have their own unique views on problems, and dare to express their views, which is far from the students before the curriculum reform. Curriculum reform broadens students' thinking and enriches language. Classroom is no longer a passive situation in which teachers tell students to listen, but a scene of teacher-student interaction and student-student interaction. Students study easily and happily under the guidance of teachers, and the classroom really becomes the children's world. Classroom teaching is outstanding.
(C) to promote the all-round development of students
Everything that mathematics teachers pay for implementing the curriculum in the curriculum reform is to enable students to learn valuable mathematics, acquire necessary mathematics and develop mathematics as fully as possible. The curriculum reform in recent years shows that children have undergone gratifying changes and our wishes have gradually come true. Students have gradually formed the habit of being fond of learning, loving learning, having a strong interest and being good at asking questions and solving problems. And let students feel that there is mathematics everywhere in life, learn to cooperate with others to learn and get a successful experience.
Second, the problem and thinking
1. The new textbook pays attention to the contradiction between the diversity of problem-solving strategies and the lack of solid knowledge of individual students in teaching. The information presented in the new textbook is diverse and selective, and the problem-solving strategies are diverse, emphasizing multi-level, multi-angle and comprehensive thinking, and the answer is not unique but open. This greatly activates students' thinking and inspires them to find their own learning methods. In teaching practice, teachers find that students with strong thinking ability can master many methods to solve problems in classroom learning, but they may not master one method for students with learning difficulties. Over time, there has been a phenomenon of two-level differentiation.
2. The new textbook attaches importance to cultivating students' estimation ability and diversification of problem-solving strategies, but the practice of pure calculation problems is relatively few, which leads to the problems of students' slow speed, easy mistakes and weak calculation ability.
3. Some contents in the new textbook are difficult to arrange and span, which is beyond children's cognitive law. It is more difficult for students, with few class hours, and it is difficult to master.
4. The teaching class is large, and there are still many problems in effective group cooperative learning. Students should be given time and space to explore, but if the limited 45 minutes leave enough time for students to cooperate and discuss, and it conflicts with the progress of the class, how to grasp the degree of "time" This is a problem that we should discuss.
A summary of junior high school mathematics curriculum reform II. Through learning, I have a certain understanding of how teachers adapt to the teaching under the new curriculum reform and how to change their teaching concepts. Here I talk about my own experience.
First, the key to curriculum reform is teachers, who can give full play to students' subjectivity and enthusiasm and have room for innovative thinking activities; How do teachers guide, inspire and pull away? Can students really be guided to this field? Teachers should not only thoroughly understand the teaching materials, but also try their best to collect and make knowledge and teaching AIDS related to the teaching materials; We should also be good at grasping students' hearts and let students and teachers have * * * sounds. Mathematics is closely related to life and production. Therefore, in teaching, teachers should be good at guiding students to start from familiar things and phenomena, create situations to ask questions according to students' mastery, encourage students to participate, exert their imagination and actively think and solve problems.
Second, in the face of the new curriculum, teachers should set higher-level teaching objectives. As far as teaching is concerned, it is not only the imparting of knowledge, but also knowledge and skills, thinking, problem solving, emotion and attitude. The pursuit of "teaching a class well" or "teaching a few students who can get high marks" is no longer in line with the spirit of curriculum reform. Teaching students knowledge, methods and the ability to live independently should be the professional pursuit of all teachers. The teaching process is a process of communication, benign interaction and common development between teachers and students. It is also a process of teaching for learning, teaching by learning, learning from each other and learning from each other. Teachers must change the traditional teaching environment that inhibits students' creativity, change the information transmission mode that teachers monopolize the classroom and students passively accept, and promote the multi-directional interaction between teachers and students and the formation of teaching relationship. Teachers are not imparting and dispelling mathematical knowledge, but promoting and guiding knowledge; Students are not receivers and replicators of knowledge, but discoverers and creators of knowledge. The role of teachers is mainly to "guide", that is, by carefully designing the teaching process, they are good at inspiring and inducing students, igniting the sparks of students' thinking, guiding students to actively explore the formation process of mathematical conclusions, and understanding the path taken by scientists, which fully reflects that students are the masters of mathematics learning. Looking around, there are still many such phenomena in our teaching: some students are already familiar with things in life, and teachers are still taking pains to start from scratch; For some problems with strong comprehensiveness and high thinking value, teachers divide knowledge points and ignore the cultivation of students' independent inquiry and comprehensive application ability of knowledge; Some contents that students should be allowed to operate, experiment, discuss, summarize and summarize by themselves have been replaced by teachers; Some students' unique opinions and problems formed through their own deliberation are often stifled by the teacher's "just do as I teach". The characteristics of classroom teaching under the new curriculum concept are openness, creativity and uncertainty. Under the new curriculum, teachers should become the organizers, guides and collaborators of students' learning, stimulate students' learning enthusiasm and creativity, provide students with opportunities to engage in activities, build a platform to carry out research, and let students become the masters of learning.
Thirdly, teachers must attach importance to the emotional design of teaching, realize the democratization of classroom teaching and establish an equal, tolerant and harmonious relationship between teachers and students. For teaching, communication is an educational situation and spiritual atmosphere that permeates and permeates between teachers and students; For students, communication means an open mind, outstanding subjectivity, publicity of personality and release of creativity; For teachers, communication means sharing understanding with students, meaning the transfer of role orientation, and it is the process of teachers' own life activities, professional growth and self-realization. Always pay attention to each student's learning state, appreciation, expectation and encouragement are the best motivation for students' growth, encourage students to speak boldly, dare to question, dare to be unconventional, and give students opportunities to show themselves and explore and innovate. Respect students' individual differences, cherish students' unique feelings, experiences and understanding, promote students' personalized learning and all-round development, but pursue a classroom with unified form and effect. The above is my experience in the new curriculum teaching, I am not very familiar with it. In the future teaching work, I will do a good job in every class in strict accordance with the requirements of the new curriculum standard, bury myself in reading and meditation, and thoroughly implement the ideas of the new curriculum!