Reflection on Mathematics Teaching in Primary Schools under the New Curriculum

As an excellent teacher, you should grow up quickly in classroom teaching. Reflection on writing teaching can sum up many teaching skills in the teaching process. How to write a good teaching reflection? The following is my reflection on the new curriculum mathematics teaching in primary schools, for reference only, hoping to help everyone.

Reflections on the new curriculum of primary school mathematics teaching 1 There are many problems in primary school mathematics teaching under the new curriculum, which need our attention.

Myth 1: excessive opening of teaching

This is an open class. At the beginning of the class, the teacher asked if everyone knew how to do it. Then let the students try to solve the problem and report the communication. In the whole teaching process, the teacher asked the students to speak for themselves without any explanation, evaluation or demonstration. When practicing consolidation, I found that most students did not master new knowledge.

To reflect on mathematics curriculum standards, we must implement open teaching, so that students have more learning space and more thinking space. However, looking at this class, students said "vigorous" in class, but students did not gain knowledge. In open teaching, we pay too much attention to students' active learning, ignoring the depth of students' participation in learning, especially the analysis of the practical possibility of students' participation. We think that as long as students are given open learning space and let them speak freely, students will take the initiative to master knowledge, but forget the role of teachers as "promoters and guides" in classroom teaching. Teachers should let go of their hands and feet in class, teach when they should, and teach when they should.

Myth 2: Cooperation is a mere formality.

This is a competition class. In class, as soon as the teacher asks a question, he immediately announces a group discussion. The students in the front row swished back and the classroom was buzzing. Some groups are holding their own words, everyone is opening their mouths, and no one can hear clearly who is saying what; Some group leaders sang "one-man show", and the rest of the students were listeners, without adding anything; Some student groups with learning difficulties think this is the best time to play ... After a few minutes, the student representative speaks, "What do I think?" "What do I think I should do?" My opinion is ...

Reflection, as one of the three major learning methods advocated by the new curriculum, group cooperative learning has become the most obvious feature different from conservative teaching in form. In the above fragment, the whole process of cooperation and communication is lively on the surface, but behind the excitement is more laissez-faire, randomness and inefficiency. If you look closely, you will find that most discussions only stay in form. What students care about is "how am I", not "how is our group". Obviously, this is not a real cooperation. First of all, "cooperation" should be based on the individual needs of students. Only when students have independent thinking and communication needs can cooperative learning be valuable and effective. Secondly, "communication" should cultivate two levels, one is to express one's own ideas, and the other is to listen to others' opinions. The communication process in the above fragment is only a process of expression. Without the process of listening, the effect of communication can only be greatly reduced. Cooperation is very important in teaching, but we can't cooperate for the sake of cooperation. If we emphasize group cooperation blindly, students will lose the learning ability of independent thinking and exploration, and lack the psychological development process of guessing, testing and verifying knowledge.

Myth 3: Evaluation of Abuse of Distortion

This is an observation class. In class, after a classmate answered a very simple question, the teacher said, "What a good speech! Praise him! " The rest of the students clapped their hands at once. Another student answered a question and got the same "honor" lesson. Praise came and went, and applause came and went.

Reflections on mathematics teaching in primary schools under the new curriculum II. Mathematics teaching reform is one of the central links of curriculum reform system engineering. With the promotion of the new round of basic education curriculum reform in China, how to reform primary school mathematics classroom teaching under the guidance of the new curriculum concept and integrate advanced teaching concepts into daily teaching behavior has increasingly become a hot issue for primary school mathematics teachers and teaching researchers. "Mathematics Curriculum Standard" (experimental draft) (hereinafter referred to as "Standard") points out in the overall goal that students should understand the close relationship between mathematics and nature and human society, understand the value of mathematics, and enhance their understanding of mathematics and confidence in learning mathematics well. This is the guiding ideology of the teaching reform of applied problems.

First, the current problems in the teaching of mathematical application problems in primary schools and their causes.

At present, in the teaching of applied problems, many teachers pursue "various tricks" in teaching methods, especially some open classes that make models and play a demonstration role, paying attention to classroom forms and ignoring the essence of mathematics.

(A) excessive creation of situations

"Creating situations" has become an arduous task for mathematics teachers at present. In a class or an open class, the teacher is worried about what the audience will think of this class if the situation is not created, and always digs into it. Creating vivid and interesting situations makes the classroom more dynamic, but some teachers ignore the purpose of creating situations, regardless of the content, unilaterally pursue situations, and even regard shopping as an essential situation, which is divorced from the teaching content and teaching objectives.

(B) grasp the teaching materials are not allowed.

In new textbooks, application problems are often regarded as the first situation, but in actual teaching, some teachers only regard the first situation as a means of "introduction" or as a stepping stone. We can't grasp the role of application problems in the process of students' establishing mathematical models. Some teachers only want the process of activities and do not guide students to build mathematical models. As a result, every activity of students is just an isolated "case", and the necessary "combing" and "integration" are not carried out in time, and students are not guided to explore and establish mathematical models through problem situations.

After the implementation of the new curriculum, teachers' teaching ideas have changed greatly, but many teachers completely deny the essence of traditional teaching, and teaching often starts from a new stove. Some teachers didn't make clear their own goals when studying textbooks and designing schemes. Some teachers dare not apply the essence of traditional classroom to their own classes, especially in open classes, for fear that others will say that they are backward in ideas and lose themselves in practice, which is actually a blasphemy against the new curriculum reform.

Reflecting on the application problem teaching, the traditional application problem teaching has many bright spots worth inheriting. Emphasize students' careful examination of questions and attach importance to the analysis of the quantitative relationship of application questions; Pay special attention to training students to analyze the dependence between known quantity and unknown quantity, known quantity and unknown quantity in application problems, and abstract the quantitative relationship from application problems. In the traditional application problem teaching, we should pay attention to guiding thinking methods, so that students can master the basic laws of solving application problems and form correct problem-solving ideas. Such as adopting corresponding thinking methods, comparison, reverse thinking, variation, etc. , are worthy of inheritance. As Paulia, a modern educator, said, "The best way to learn any knowledge is to discover it by yourself, because this discovery is the most profound and the easiest to grasp the internal laws, essence and connections."

Of course, there are also many problems in the traditional classroom teaching of mathematical application problems in primary schools. In dealing with teaching materials, the leading role of teachers has not been fully exerted, and teachers are overly superstitious about teaching materials. Influenced by Kailov's pedagogy, classroom teaching is fixed. It is often a one-way listening style, which overemphasizes the leading role of teachers and the competition among students. Students' learning style mainly reflects their personality, and information exchange is in a poor state. Students lack opportunities for independent exploration, cooperative learning and independent acquisition of knowledge; In the design of problems, the lack of thinking value hinders the independence and creativity of students' thinking.

Second, the application of new curriculum requirements

The field of "practice and comprehensive application" in the standard (the author uses the word "application problem") is a major feature of the standard. The general requirements for this part of the content are: to help students comprehensively use the existing knowledge and experience, and to solve challenging and comprehensive problems closely related to life experience through independent exploration and cooperative exchange, so as to develop students' problem-solving ability, deepen their understanding of "number and algebra", "space and graphics" and "statistics and probability", and realize the connection between various parts of the content.

It can be seen that the educational value orientation of application problem teaching should be more accurate, the educational concept should be more clear and the presentation form should be more flexible. It pays more attention to cultivating students' application consciousness, problem consciousness, exploration ability and innovation ability, so that the educational goals of knowledge and ability, emotion and attitude are integrated and complement each other, creating a good environment for personalized personality education. The arrangement (requirement) of application questions in the new curriculum has the following characteristics:

(A) the purpose of application problem learning is no longer to learn how to solve problems, but more as a way and tool for mathematics learning. The transformation of the teaching function of application problems determines that it will have a brand-new look in the new curriculum system. In the problem-solving learning mode of "problem situation-modeling-explanation, application and expansion" advocated by the standard, mathematical knowledge is presented in the form of "prototype-model-application", and "application problem" will become the main role of prototype and application. This means that the role of application problems in mathematics will change.

(b) The scope of the theme has changed from the application of four operations to the integration of various knowledge.

The content of application problems involves all aspects of "number and algebra", "space and graphics" and "statistics and probability", involving concept establishment, calculation application, law deduction, nature understanding and so on. It has become a fusion agent for the organic connection of all parts of knowledge, which has changed the relatively independent knowledge system and the relatively isolated application problem teaching process in the past.

(3) The types of questions have become richer and more vivid from pure text and standard format.

The presentation is not only literal, but also situational, which broadens the structural space of the problem. For example, Uncle Wang bought 2 kilograms of eggs at the food market. If there is enough money left for him to buy 3.5 kilograms of eggplant, how much money did he bring? If he brought 22 yuan, how many Jin of lentils did he have left? (See the situation chart for the prices of eggs, eggplant and lentils.) The topic may not be well structured, but the situation may be complicated, and data need to be selected. The solution may not be unique, and the answer may be different. For example, the monthly fee for GSM is 50 yuan, and the telephone bill is 0.4 yuan; The call fee for Shenzhouxing is 0.6 yuan ∕, excluding the monthly fee. What network is economical? Why?

(D) The teaching mode has changed from focusing on results to focusing on process.

Integrating the teaching of "applied problem" into the general teaching mode of "problem solving" forms the process of students' independent exploration, attempt, discovery and construction, which truly embodies.

"application" Special attention should be paid to cultivating students' ability to process information and establish mathematical models. At the same time, students are allowed to study alone and the same application problem, which can be a problem-solving process or just an exercise. The process of solving problems can be an exploratory attempt, discovery and solution, or it can be just a repetitive activity of the same strategy, method, thinking and even means; Encourage intuition, conjecture, prediction and reasonable reasoning.

A survey shows that nine out of ten people like computers because they think computers are interesting and fun. In the same way, to make students interested in the subject you teach, you have to make students feel that the subject is interesting. So the key to attracting students is to make the class as interesting as possible!

How to make math class interesting? I think we should start from the following aspects.

1, and strive to cultivate teachers' optimistic and cheerful personality.

Optimistic and cheerful personality is the basis of creating teaching humor. Education is people-oriented, and teachers should enlighten students' minds with knowledge and inspire people's emotions with emotion. Therefore, teachers should show optimism and enthusiasm everywhere. Only in this way can we stimulate students' interest in learning with humorous language, expressions and actions and successfully achieve the teaching purpose.

2. Excavate the interesting factors in the textbook.

There are interesting materials that can be used in the teaching content. The textbook of Jiangsu Education Edition provides us with many wonderful and interesting materials. For example, when teaching the content of the possibility on page 79 of the fourth grade textbook of Jiangsu Education Edition (Volume I), let students play ball games in class, which makes them feel very interesting and enthusiastic. This arrangement of teaching content in the textbook will turn static knowledge into dynamic and operational living knowledge, concretize abstract content, make boring materials vivid, achieve the purpose of attracting students to actively participate in learning, and let students better understand the connotation of textbook knowledge and teaching content.

3. Teachers can design interesting teaching methods to deepen knowledge understanding, inspire students' minds and educate students' thoughts.

In teaching, teachers can choose humorous teaching methods according to the content of teaching materials and students' situation, so that students can master knowledge in a relaxed and happy state. For example, when teaching the content of "determining the direction" on page 50 of the second-grade textbook of Jiangsu Education Publishing House (Volume II), teachers can take students to the playground or the field for field measurement, and the students can complete the measurement task with interest with the help of the compass and the cooperation of the members in the group. This interesting teaching method is beyond the reach of general preaching and intensive practice.

4. Teachers use humor to organize teaching.

Teachers often encounter some unexpected problems in the teaching process. For example, in the classroom, students' inattention happens from time to time, and teachers often need to organize teaching to grasp and concentrate students' attention at all times. Teaching humor can help teachers. Say a few humorous words and do a humorous action, which can help students relieve their psychological fatigue and help them concentrate next time.

It is the addition of some non-pure mathematics teaching in mathematics class, especially some elements of "laughter" and "fun", which makes my mathematics class full of laughter and makes our students like mathematics. It can be seen that a little humor is often used properly in classroom teaching to make students learn happily. This will definitely help our math teaching.

Therefore, our math class needs humor! Need fun!

Reflections on mathematics teaching in primary schools under the new curriculum. There are many problems in primary school mathematics teaching under the new curriculum, which need our attention.

Myth 1: excessive opening of teaching

This is an open class. At the beginning of the class, the teacher asked if everyone knew how to do it. Then let the students try to solve the problem and report the communication. In the whole teaching process, the teacher let the students speak for themselves without any explanation, evaluation or demonstration. When practicing consolidation, I found that most students didn't master new knowledge.

Reflecting on the mathematics curriculum standards, it is proposed that open teaching must be implemented to give students more study space and more thinking space. However, looking at this class, students are "vigorous" in class, but students have not gained knowledge. In open teaching, we pay too much attention to students' active learning, ignoring the depth of students' participation in learning, especially the analysis of the practical possibility of students' participation. We think that as long as students are given open learning space and let them speak freely, students will take the initiative to master knowledge, and forget the role of teachers as "helpers and guides" in classroom teaching. Teachers should let go of their hands and feet in class, teach when they should, and teach when they should.

Myth 2: Cooperation is a mere formality.

Reflection, as one of the three learning methods advocated by the new curriculum, group cooperative learning has become the most obvious feature different from traditional teaching in form. In the above fragments, the whole process of cooperation and communication is lively on the surface, but behind the excitement is more laissez-faire, randomness and inefficiency. If you look closely, you will find that most discussions only stay in form. What students care about is "how am I", not "how is our group". Obviously, this is not a real cooperation. First of all, "cooperation" should be based on the individual needs of students. Only when students think independently and have the need for communication can cooperative learning be valuable and effective. Secondly, "communication" should cultivate two levels, one is to express one's own ideas, and the other is to listen to others' opinions. The communication process in the above fragment is only a process of expression. Without the process of listening, the effect of communication can only be greatly reduced. Cooperation is very important in teaching, but we can't cooperate for the sake of cooperation. If we emphasize group cooperation blindly, students will lose the learning ability of independent thinking and exploration, and lack the psychological development process of guessing, testing and verifying things.

Myth 3: Evaluation of Abuse of Distortion

This is an observation class. In class, after a student answered a very simple question, the teacher said, "What a good speech! Praise him! " The rest of the students clapped their hands at once. Another student answered a question and received the same honor. In one class, there was constant praise and applause.

Reflection on the new curriculum and encouraging evaluation. Therefore, in today's class, you can often hear "Hey, hey, hey, you are great!" " Praise, you can often hear the applause of "pa, pa, pa". Some students who answered well can even put a few gold stars on their foreheads, and those who answered badly can even get the teacher's thumbs up unexpectedly.

In fact, too many external rewards are not conducive to cultivating students' intrinsic and lasting interest in learning. In the above clip, the teacher used too much praise, and such encouragement has lost its due value and significance. Students will gradually fade away from the joy they deserve in applause, and in the long run, they will only be more "lost." Students' creative answers must be affirmed and encouraged, and students' wrong answers should not only point out the shortcomings, but also seize the advantages to encourage them so as not to damage their self-esteem and self-confidence. Only on the objective basis, adhere to the principle of giving priority to encouragement, is a charming and valuable evaluation!

Myth 4: Means become bondage.

This is an open class. The demonstration of multimedia courseware makes the teaching content colorful and vivid. Suddenly the teacher made a mistake and the multimedia courseware could not run normally. Suddenly, the students were silent. The teacher threw a look of help, and the full-time computer teacher ran over and fiddled with the mouse. After a while, everything returned to normal and the class was still going on very excitedly.

Self-examination/introspection

The present class, without modern teaching methods, seems to be a lower-grade class. Behind the fashion and excitement, what's the difference between teachers and students following the questions raised by computers and following the questions designed by teachers step by step? The teacher just gave his "full house irrigation" to the computer, while he retired behind the scenes. It seems that students are very active in learning, but in fact everything can't be separated from the teacher's manipulation. We should make full use of modern information technology and use modern teaching methods reasonably and effectively according to local conditions, but we must not be trapped by them, let alone become their "slaves". It is necessary to enhance the interactivity of courseware, so that courseware can be arranged at will according to teaching needs, and at the same time, it is necessary to continuously improve its ability to master modern information technology. Only in this way can we give full play to the advantages of advanced teaching methods and better serve our teaching!

Reflections on primary school mathematics teaching under the new curriculum V. Overall goal

Through mathematics learning in compulsory education, students can acquire important mathematics knowledge (including mathematical facts and experience in mathematical activities), basic 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.

What's new about the definition of primary school mathematics curriculum objectives compared with the original syllabus? From the perspective of target structure, the target requirements of emotion, attitude and values have been increased. From the perspective of goal orientation, the following aspects are highlighted:

(1) Attach importance to cultivating students' feelings, attitudes and values about mathematics and improve students' confidence in learning mathematics;

(2) Emphasize that students should go through the process of mathematization;

(3) Pay attention to cultivating students' spirit of exploration and innovation;

(4) Enable students to acquire the necessary mathematical knowledge, skills and thinking methods.

The Standard divides the objectives of mathematics curriculum into four dimensions: knowledge and skills, mathematical thinking, problem solving, emotion and attitude.

The relationship between the four goals:

"The goals of the four aspects are a closely linked organic whole"; "Among them, the development of mathematical thinking, problem solving, emotion and attitude can not be separated from the study of knowledge and skills, and at the same time, the study of knowledge and skills must be based on the premise of being conducive to the realization of other goals"; In mathematics learning, there is a progressive relationship between knowledge, skills and problem solving. The mastery of knowledge and skills is the basis of problem solving, while mathematical thinking (cognitive strategy), emotion and attitude are accompanied in the process of realizing the above goals.

The difference between the four goals: the four goals are four different fields with different specific requirements (taking the learning of P2 rectangle and triangle as an example).

Second, the process objectives

Statement form of process objectives:

Experience (feeling) process target behavior verb: experience (experience)

Explore the limitations of using program objectives in standards: on the one hand, some basic knowledge cannot be learned through this process. On the other hand, some mathematical knowledge and skills do not need to go through this process.

In addition, some knowledge and skills acquired through the inquiry process are worse.

Third, emotional and attitudinal goals

The goals put forward by the Standard in emotion and attitude mainly refer to: curiosity, thirst for knowledge, self-confidence, self-responsibility spirit, willpower, mathematical value consciousness, realistic attitude and many other aspects. The preset goal refers to the goal that should be listed in advance in the teaching design. Non-preset goals refer to goals that cannot be set accurately in the preparation stage of teaching, but should be implemented whenever there is an opportunity in the teaching process. In mathematics teaching, every class does not necessarily have preset emotional and attitude goals, but it must have non-preset emotional and attitude goals.

The second chapter is an overview of primary school mathematics teaching design.

What is instructional design?

Instructional design is a science.

Instructional design is an art, which is an operation process of analyzing teaching problems, setting teaching objectives, selecting teaching strategies and evaluating teaching effects by using systematic methods, and its result is embodied in teaching system.

The so-called new curriculum primary school mathematics teaching design is an operable process of planning and arranging teaching content, teaching means, teaching methods and teaching activities under the guidance of mathematics curriculum standards, based on modern educational theory and teachers' experience, based on the understanding of students' needs and the analysis of the nature of the curriculum.

Instructional design The process of instructional design is the process of analyzing teaching tasks, designing teaching plans, trying, evaluating and modifying plans, and analyzing and solving problems. That is, why to teach-what to teach-how to teach-how to teach, that is, from the beginning of the problem, that is, setting the reason of the task-why to teach, to the analysis of the nature and task of the problem to be solved, to clarify what to teach and how to teach, and to constantly modify the plan through the prediction and evaluation of the teaching effect, thus forming a teaching system and obtaining the process of solving the problem.

(B) Analysis of teaching objects

1, basic information:

Students' age, study period, mathematics foundation, study interest and study habits.

1) What is the current level of students' knowledge and skills in terms of relevant learning content?

(2) What are the students' background experiences of learning content?

(3) What misunderstandings do students have about what they want to learn?

(4) What is the overall attitude of students towards the teaching content? People who have a preference or dislike?

(5) What kind of learning methods and teaching media do you like? Wait a minute.

2. Understand the students and find the starting point of teaching.

(1) What is the startup ability?

Starting point behavior or starting point ability is called the learner's knowledge and skills, as well as his understanding level and learning attitude towards a particular subject or task.

(2) How to know the starting point of students?

One is to ask yourself and answer before class. For example, who can tell me how much you know about this area?

The second is to understand before class. For example, in the process of reviewing calculation questions, students are required to do eight questions in advance to find out the crux of the mistakes.

The third is to directly understand the import link. For example, what do you think when you see this topic?

Fourth, analyze the teaching materials and make good use of them.

(1) teaching material analysis

1, why this arrangement?

For example, the understanding of multiplication in grade two is divided into two units. The first unit teaches six, six and thirty-six.

It is the "formula of five" first.

2. What are the characteristics of this arrangement?

For example, the knowledge of "collocation" is available in the second and third grades. Why? To what extent is the second grade ranked, the third grade ranked, and what is the difference between the two grades?

(B) the use of teaching materials for teaching

1. What is the relationship between textbooks and courses? Textbooks are the text resources of curriculum implementation, the "topic" of teacher-student dialogue, the introduction, or the case, not the whole curriculum.

2. How should teachers treat and use textbooks?

(1) Take the textbook as a model;

(2) Taking thinking as the main line;

(3) According to the students' existing experience, choose the content reorganization teaching materials from their real life.

3. What are the strategies for teaching with textbooks?

(1) Comparison: Compare the relationship between learning materials and students' existing experience.

(2) Reduction: the abstract mathematical knowledge is reduced to a concrete and sensible image.

(3) Transformation: transforming random events in the classroom into teaching resources.

(4) Development: Develop the surrounding resources and reprocess the teaching materials in a personalized, life-oriented and active way.

(5) Adjustment: Adjust the content of teaching materials by replacing, adding, deleting, merging and modifying.

The so-called "replacement" means replacing materials that are not suitable for students and teachers with suitable materials.

The so-called "addition and deletion" means appropriately adding and extending some contents for students' follow-up study, or deleting some materials that are too mechanically repetitive and too difficult and will not affect the implementation of curriculum standards.

The so-called "merging" means merging the learning contents.

The so-called "revision" is to revise the unreasonable part of the textbook.

(6) Excavate: fully excavate the connotation of teaching materials and discover the new meaning of teaching materials.

4. How to organize and present the learning content?

According to a certain target structure, selecting, organizing and presenting learning content properly is the premise of realizing "teaching with teaching materials"

(1) Structured learning content

(2) Return to the learning content of "life world"

(3) The learning content is productive.

5. What is hidden in the textbook

(1) Mathematical Thought

(2) the method to solve the problem

(3) What is the prediction of arranging this content, and what is the help for students' follow-up students.

(4) Will students like this content?

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How about choosing Songming New Thinking Training School for primary school mathematics tutoring?

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