Because of this, the new curriculum emphasizes that "teachers should actively interact with students in the teaching process, develop together, handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, investigate and explore, and guide students to study actively and individually under the guidance of teachers." Teachers should respect students' individuality, pay attention to individual differences, meet the learning needs of different students, and create education that can guide students to actively participate. " In recent years, more and more regions and schools have participated in the new curriculum reform experiment, and the related articles in the newspaper also reflect the progress of the experiment. Educators are devoting themselves to the experiment of curriculum reform with unprecedented enthusiasm. After reading many articles reflecting the curriculum reform and participating in the specific process of the curriculum reform experiment, the author gradually realized that the core of the guiding ideology of the new curriculum reform is respect, and its essence is the embodiment of humanistic thought. Therefore, only by grasping this point can we implement the curriculum reform more effectively and make progress.
Respect is the concentrated expression of humanistic thought in education and teaching. Respect means mutual communication, exchange and listening, democracy and equality in teaching, and protection of the rights of teachers and students. The ideological trends such as "individualization of education", "education for all" and "lifelong learning" in the current world education reform all show respect for learners. So, how can we respect students in primary school mathematics teaching? Below, the author talks about his personal views on his own education and teaching practice.
First, respect students' personality development.
Thinker Nan En said: "Personality is the resource and support of human progress." The book "Learn to Live" also points out: "We must pay attention to reforming the educational structure ... students must be aware of their status, rights and aspirations; Authoritative teaching forms must give way to independence, mutual responsibility and respect for individuality in all aspects ... "Although every student is a member of the collective, modern pedagogy attaches great importance to the individual, pays attention to a person's ability, pays attention to his psychological structure, and pays attention to his interests, motives and needs. According to this view, although our educators have played a great role in education and teaching activities, they are not the only active figures; The student himself, the educated individual, plays an increasingly active role in his own education. An experienced educator wrote in his notes: "A swarm of bees is essentially a bee, because every bee is exactly the same: they have no personality and only do the same activities and produce the same results." Our education cannot cultivate talents like bees. "Marxism believes that to realize the all-round, full and coordinated development of human beings, we must first realize the free development of human beings. This "free development of human beings" is manifested in paying attention to students' personality development in education.
Therefore, in primary school mathematics teaching, we should respect students' individual differences. Some students are introverted and do not like to talk; Some students are extroverted and active. Students should be treated differently according to their personality characteristics. Students cannot be forced to act in unison according to the teacher's wishes. For example, to carry out mathematical practice activities, we should first respect students' opinions, listen to students' ideas, understand students' hobbies, and then organize activities according to students' wishes. Only in this way can students be interested and mathematical practice be meaningful.
Another manifestation of respecting students' personality development is to teach students in accordance with their aptitude in mathematics classroom teaching. As the so-called "teaching students in accordance with their aptitude", students' learning can be carried out at different levels. We can put forward different mathematics learning requirements according to students of different levels and abilities. For example, in mathematics classroom teaching, we should design different levels of mathematics problems in a targeted way, and provide every student with opportunities to show themselves as much as possible. Another example is to assign math homework. We can design some compulsory and multiple-choice questions or optional homework. Let excellent students have room to play and let backward students have the opportunity to choose freely. This not only respects students' individual characteristics, but also cultivates and improves students' mathematics learning ability from different levels. The idea of Mathematics Curriculum Standard is to pay attention to the learning process without considering the learning results. Students are successful as long as they improve and make progress in one aspect. At the same time, we should also realize that education that pays attention to students' personality development is by no means "indulgence education", and we should strive to let students show their personality and exert their creativity along the correct and healthy development path.
Second, respect students in emotional expression.
Respecting students in emotional expression can greatly stimulate students' interest in learning mathematics, make students learn mathematics knowledge in a relaxed and happy learning situation, and cultivate students' mathematical thinking ability. Therefore, teachers should respect students' emotional expression. We should realize that most students are sincere to their teachers. For example, every student respects and worships his teacher. Say hello to the teacher when you meet him, and send him a New Year card on holidays. Teachers should respect these very much. If students' cheerful "good teachers" go in one ear and out the other, they will think that teachers look down on themselves and feel unhappy, and the resulting alienation between teachers and students will definitely have an impact on your math teaching. In math class, when students answer math questions, if the teacher gives them a sweet smile and a word of appreciation, then students can appreciate the praise and encouragement given by the teacher and inspire them to love learning more.
In short, we must respect students, do not satirize students, do not discriminate against students, and do not corporal punishment or corporal punishment in disguise. For example, in mathematics classroom teaching, when students answer irrelevant questions or make mistakes, they must not criticize in public. We should say something encouraging to motivate them to study hard. In addition, we should actively communicate with students after class, care about every student, think about them all the time, sympathize with their pain and misfortune, care about their life and learning progress, care about their development in all aspects and care about their quality of life. Safeguard their legitimate interests, treat them equally and fairly, and maintain a democratic and equal teacher-student relationship with them. This is also the bounden responsibility of each of our teachers.
Third, respect for students in autonomous teaching
Our educational goal is to cultivate developing people. "The reason why we want to cultivate people with all-round development is to develop people's subjectivity, which is the fundamental feature of people with all-round development. It concentrates all the excellent qualities and personality characteristics of people, and is a comprehensive performance of positive development in body, mind, morality, intelligence, beauty and labor. " An important feature of subjectivity is autonomy. If a person can't be independent and subject to others like a slave, then he is only servile and has no subjectivity. Therefore, only by improving people's autonomy and cultivating people's personality qualities of self-esteem, autonomy and self-improvement can people's subjectivity be improved. But at the same time, the development of people's autonomy is restricted by social and historical development and school education. In some math classes in our school, the teacher tells the students to listen, and whether the students accept it or not, the teacher decides the students to follow suit, which suppresses the initiative and enthusiasm of the students and binds their personality and creativity. Therefore, we must vigorously cultivate and develop students' subjectivity, fundamentally change students' passive position in mathematics teaching activities, fully mobilize students' subjective initiative, and let every student participate in their own mathematics learning activities. Everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people can get different development in mathematics.
The purpose of education is to develop and improve all aspects of students, so that students have a sound personality and sense of responsibility. Because of this, our quality education should be "an education with the fundamental purpose of facing all students and improving their basic quality in an all-round way, with the basic characteristics of focusing on cultivating the attitude and ability of the educated and promoting their lively and positive development in moral, intellectual and physical aspects". Here, education embodies the right to respect and protect students' development. Therefore, we should make an active attempt in primary school mathematics teaching. It is the basic idea of modern education to respect students, admit individual differences, pay attention to the cultivation of students' personality quality, fully tap their potential and promote their all-round development. We should look at primary school mathematics teaching from the perspective of students, rather than treating students as a blank sheet of paper, which determines that the basic method of primary school mathematics learning is the logical induction and extension of empirical phenomena. Therefore, primary school mathematics teaching should take students as the main body, give full play to students' main role, and provide students with various opportunities to explore, discuss, practice, investigate and solve problems. The basic way of our teachers' teaching should not be "teaching", but "guiding", so that students can truly become the masters of learning activities and leave sufficient room for their thinking and development.
For example, when students study the content of "Comparative Length" in the first volume of the national standard, it is a key point to learn the general method of comparing the length of objects. Therefore, in teaching, I first ask students to observe three pencils, two rulers and three sticks carefully and feel whether these objects are long or short, thus stimulating their interest in learning. On this basis, I asked, "How do you know whether these objects are long or short?" Then give students enough time to explore and experience the method of comparing the length of objects in groups, and then report in groups. Everyone in the group was very active when reporting, and they expressed their ideas one after another, as many as the following: 1, which can be seen. 2. I put the object flat on the table, with one end aligned or poked vertically on the table to compare the length of the object. 3. Because the two ends are not aligned, you can see the length. Although the students observed and compared in different ways, they all came to the same conclusion. As long as what he said makes sense, I'm sure. After allowing the students to speak fully, I revealed to them the general method of length comparison: whether we put a pencil vertically on the table or hand, put a ruler flat on the table or put a stick flat on the table, there is a * * * similarity, and generally align the two ends of several objects to be compared.
Obviously, in this case, the differences between students are great. Some students can only "see" the length of an object by their own subjective ideas. As teachers, we regard students not as passive subjects, but as equal subjects of dialogue. As a kind listener, I gave students plenty of time and space, and their enthusiasm was greatly improved. Their desire to think and express has never been higher, and their autonomy has been clearly reflected. In this kind of mathematics classroom teaching, students can not only learn mathematics knowledge, but also cultivate mathematics ability.
Fourth, respect students in teachers' behavior.
Corporal punishment, disguised corporal punishment or reprimanding and insulting students have long been banned by education authorities at all levels. From putting forward such a "ban", we can also see the universality and seriousness of disrespect for students. There are many examples of corporal punishment of students in the media, and the influence is quite bad, which not only violates the requirements of the new curriculum, but also violates the professional ethics of teachers. In fact, the ideological roots are still in the minds of some parents. It is these practices that seriously hurt students' self-esteem and insult their personality, which is extremely unfavorable to the healthy development of students' body and mind.
Suhomlinski, a famous educator in the former Soviet Union, said in the book "Trust Children": "When influencing students' inner world, we should not dampen their most sensitive corner-human self-esteem. "Self-esteem is a positive emotion that people want to be recognized and valued by others and affirmed by themselves. It is the driving force for continuous pursuit of progress and the spiritual pillar of life. With self-esteem, people can love and respect themselves, blame themselves when they do something wrong, evaluate themselves, monitor themselves, control themselves and educate themselves. Every student has a rich inner world and has his own ideals and dignity. They are eager to get their rights and to be understood, recognized and respected by others. This self-esteem is the internal driving force for progress. We educators should respect rather than accommodate, tolerate rather than let go in the usual process of education and teaching. On the basis of "respecting students' individuality, individuality, needs and development", a teacher's approving eyes, a pertinent comment and a conversation with students will all permeate the education of "moistening things quietly" and achieve unexpected educational effects.
To this end, we should standardize our teaching behavior in mathematics classroom teaching, carefully teach every mathematics class, fully stimulate students' interest in learning mathematics, stimulate students' desire to learn mathematics, and make every student like their own mathematics learning as much as possible. For example, in a new math class, when I was teaching a new class, two classmates at the same table suddenly started fighting under the table for some reason. I didn't criticize them immediately, and I didn't suspend classes. Instead, I slowed down my tone to attract their attention and gave them a stern look. At this time, they stopped shyly and began to listen carefully again. After class, I keep them informed. Through persuasion and education, there is no similar phenomenon in the future math class, but I study math more seriously.
Fifth, respect students in the interaction between teachers and students.
Interaction is mutual communication. According to the sociological point of view, communication mode is one of the basic elements of social life and an important factor in the formation of human social communication and activities. This kind of communication is largely equal, respectful and listening to each other. This kind of interaction and communication based on respect in teaching activities is mainly manifested in respecting students' diverse understanding and unique feelings and creating a positive and interactive classroom life. The successful practice of many teachers fully embodies this concept. Therefore, in mathematics teaching, we should use textbooks creatively as far as possible, teach textbooks instead of textbooks, and link the learning content with students' lives, so that the learning of new knowledge can be based on students' existing experience and communication and interaction can be made possible. Mathematical knowledge comes from life and is applied to life.
Therefore, in the usual mathematics classroom teaching, we should set out from students' reality, arrange practical topics, guide students to participate in inquiry activities, and closely link mathematics knowledge with life practice. For example, before learning "Preliminary Knowledge of Statistics", organize students to investigate the price information in the market or understand the age status of family members, and make these information and data into statistical charts during class. For another example, before teaching "kilograms and grams", let students go to the supermarket, weigh, carry and weigh. Ask students to ask some simple questions and solve them according to what they know.
In addition, in the usual mathematics classroom teaching, don't give up every opportunity to motivate students, create a relaxed learning environment, encourage students to express their thoughts and opinions boldly through trusting eyes, and actively establish various forms of autonomous learning and inquiry learning. In the "Curriculum Implementation Suggestions" in the "Mathematics Curriculum Standards", it is clearly stated that "encourage students to express their opinions and communicate with their peers." Therefore, teachers should fully expand students' expression from the classroom teaching situation in teaching, and change the teaching mode that teachers "talk all the time" or students turn around the teacher's baton, dare not think and are not good at thinking. In classroom teaching, we should let students participate in learning activities, strive to embody students' dominant position, and let students experience the process of knowledge discovery, problem thinking, law finding, conclusion generalization, difficult questions and even knowledge structure construction. For example, when teaching the calculation of rectangular perimeter, teachers are not eager to explain the algorithm, but guide students to find ways to calculate the perimeter of their class desktop and talk about their own reasons. This kind of teaching leaves more time and space for students to fully express their opinions. Students can often express what teachers may not express and feel what teachers can't feel, thus giving full play to students' autonomy, initiative and creativity.
Sixth, respect students' academic performance.
Respect for students is also manifested in the affirmation and appreciation of students' academic achievements. Teachers should be good at appreciating students' learning achievements in the teaching process, so that students can enhance their confidence from success and enjoy the happiness of success. I once heard a famous teacher in class. In class, he asked a student to read a topic about solving math problems. Because the student's reading ability is poor, this math problem is difficult to understand. After reading, he listened to the students patiently. Instead of blaming the students, he said in a gentle tone: "This classmate studies very hard and works hard. He can stick to the topic. Let's give him some applause to encourage him. " This evaluation does not hurt students, but also gives them confidence. How valuable! Other teachers may be dissatisfied and accuse the students: "Why don't you study hard when you go home? Read so badly, work hard next time! "
Now, after learning the "new curriculum standard", teachers' teaching concept has changed, people-oriented, student-oriented, especially the classroom evaluation language reflects the respect for students' personality. For example, "You are great!" in math classroom teaching. "Your perception is really strong!" "The question you asked is very valuable!" "Your idea is very creative, and the teacher didn't expect it." ..... Although these languages are simple, they care about students. They can stimulate students' fighting spirit, enhance students' self-confidence, stimulate students' potential and collide with the sparks of students' innovative thinking in mathematics. In the long run, students will benefit for life.
We all know that every student has a bright spot to some extent. We educators should be good at tapping students' bright spots and praise more and criticize less in the usual mathematics classroom teaching; More encouragement, less sighs. Don't always blame the problems on students, blame them on laziness, blame them on stupidity, blame them on lack of family education ... Teachers should find reasons from themselves, and see that students are talented, but not all-rounders, so don't be too demanding. They should foster strengths and avoid weaknesses, and cultivate more so that they are all talented.
We know that teachers and students are equal in moral personality, and treating students equally, sincerely and kindly is one of the creeds of teachers' morality that every teacher abides by. Satire, sarcasm, abuse and corporal punishment mean the end of the education process for students. Suhomlinski said: "Human beings have many noble characters, but one noble character is the peak of human nature, and that is human self-esteem." Modern psychological research shows that teenagers' self-esteem is strong, sensitive and fragile. This requires teachers to pay attention to respect, care and cultivate students' self-esteem in their communication with students. Soft and moderate soil is conducive to the germination of seeds, and a relaxed and harmonious environment is conducive to the growth of students. In mathematics teaching, we teachers should respect students everywhere, put ourselves in a correct position, always stand among students, be close friends of students, establish equal, cooperative and friendly teacher-student relationship with students, and set up a ladder to success for students.