Mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create vivid and interesting situations, guide the reality to carry out activities such as observation, calculation, guessing, reasoning and communication, so that students can master basic mathematical knowledge and skills through mathematical activities, initially learn to observe things and think about problems, stimulate their interest in mathematics and learn mathematics well. The following is how to use the concept of new curriculum standards to guide the design of primary school mathematics classroom teaching.
First, the implementation of new curriculum teaching in the curriculum standards
The first stage:
1. Let students learn mathematics in vivid and concrete situations. Teachers should make full use of students' life experience and design vivid, interesting and intuitive mathematics teaching activities, such as telling stories, playing games, intuitive demonstrations, simulated performances, etc., to stimulate students' interest in learning and let students understand and know mathematics knowledge in vivid and concrete situations.
2. Guide students to think independently and cooperate and communicate. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Teachers should let students think independently in specific operational activities, encourage students to express their opinions and communicate with their peers. Teachers should provide appropriate help and guidance, be good at selecting valuable questions and opinions among students, and guide students to discuss in order to find answers to questions.
3. Strengthen estimation and encourage algorithm diversification. Estimation is widely used in daily life. Teachers should seize the opportunity to cultivate students' estimation consciousness and preliminary estimation skills. Because students' life background and thinking angle are different, the methods used must be diverse. Teachers should respect students' ideas, encourage students to think independently and advocate diversity. Don't rush to evaluate various algorithms, but guide students to choose the method that suits them by comparing the characteristics of various algorithms.
4. Cultivate students' initial application consciousness and problem-solving ability. Teachers should make full use of students' existing life experience, guide students to apply what they have learned to life at any time, solve mathematics problems around them, understand the role of mathematics in real life, and appreciate the importance of learning mathematics. Practical activities are an important way to cultivate students' active exploration and cooperation. Teachers should organize students to carry out lively and interesting activities, so that students can experience the process of observation, operation, reasoning and communication.
The second period:
1. Let students experience and understand mathematics in real situations. Teachers should create learning situations that are closely related to students' living environment and knowledge background and are of interest to students, so that students can experience the generation, formation and development of mathematical knowledge in activities such as observation, operation, speculation, exchange and reflection, gain positive emotional experience, feel the power of mathematics and master the necessary basic knowledge and skills.
2. Encourage students to think independently and guide students to explore and communicate independently. Mathematics learning is full of exploratory and challenging activities such as observation, experiment, simulation and reasoning. Teachers should change the teaching methods based on examples, demonstrations and explanations, and guide students to participate in learning activities of exploration and exchange. Only in this way can we cultivate students' ability of independent thinking and cooperative communication. Teachers should encourage students to find problems, ask questions, dare to question, and be willing to exchange and cooperate.
3. Strengthen estimation and encourage students to diversify their problem-solving strategies. Estimation is widely used in daily life and mathematics learning, which is of great value to cultivate students' estimation consciousness, develop students' estimation ability and make students have a good sense of numbers. Teachers should respect each student's personality in teaching and allow different students to understand problems from different angles, express their ideas in different ways and solve problems with different knowledge and methods. Encourage diversification of problem solving.
4. Pay attention to cultivating students' consciousness and ability of applying mathematics. Compared with the students in the first phase, students' attention, ability, emotion and attitude have been further developed. Teachers should make full use of students' existing life experience, guide students to apply their learned mathematics knowledge to reality, and realize the value of mathematics in real life. Comprehensive application is an effective way to cultivate students' active exploration and cooperative learning.
Second, the basic procedures of instructional design
1. Analysis of learning needs. This link is to teach women why to study.
2. Analyze the position and function of the content taught in the learning process, and solve the problem of why to teach.
3. Teaching content analysis is the analysis of the elements (knowledge points) of teaching content and their relationships. Through the analysis, the teaching task is clarified. This is the basis of instructional design.
4. Analysis of teaching objects. This is an analysis of the existing knowledge base, age characteristics and learning style of the teaching object, and defines the starting point of teaching and the problems that should be paid attention to in teaching. The analysis of happy content and teaching object is mainly to solve the problem of what to teach.
5. Compilation of teaching objectives. This is an important aspect of compiling lesson plans. Specific and clear teaching objectives should be formulated according to teaching tasks and teaching objects. This is the starting point and destination of implementing teaching. Curriculum standards stipulate two basic aspects of compiling teaching objectives. First, knowledge and skills goals; The second is the process goal; Third, emotional goals. We should use it carefully and accurately when writing lesson plans, and don't raise or lower it at will.
6. Teaching strategy design. It refers to the selection of effective teaching methods and means, which is a necessary condition for effective teaching. Through the design of teaching strategies, it is clear how to teach, including how to guide students to learn, so as to optimize the teaching process. Although we can't optimize every class, we can build this awareness. Try your best to do it in every class. If you persist in this way, you will certainly gain something.
7. Teaching media design. It refers to what kind of media to choose in teaching to highlight key points, resolve difficulties and help teachers achieve established mathematics teaching goals. Teaching strategies and the design of teaching media are all about how to teach.
8. Design of teaching evaluation. Make an objective and realistic expectation judgment on the feasibility of the established teaching plan and the effect after implementation, so as to make it more perfect and more valuable for implementation. The work of this link can revise the design of the first six links, so that our teaching design is more in line with the reality of students and is more conducive to the improvement of teaching quality.
Third, several problems that should be paid attention to in teaching design.
1. Pay attention to the diversity of teaching objectives. Different teaching contents and different requirements of each chapter determine the diversity of teaching objectives, so the teaching objectives are not static.
2. Pay attention to the constructiveness of teaching resources (including the development and utilization of curriculum resources). In previous teaching, teachers were slaves of textbooks, and they could only teach what was presented in the textbooks. Under the guidance of curriculum standards, teachers are the masters of teaching materials. They can adjust the curriculum appropriately according to teaching practice and students' reality and develop teaching materials independently. All the contents and means conducive to the realization of teaching objectives can be used as curriculum resources. Teachers can independently compile textbooks-develop school-based textbooks according to the spirit of curriculum standards.
3. Pay attention to the dynamic generation of teaching process. Teaching design is a teacher's subjective desire, but in the teaching process, through a series of teacher-student interaction and student-student interaction, some unexpected situations will occur. Teachers should be foresighted and forward-looking when designing classroom teaching, prepare more plans, and have strong adaptability to cope with unexpected events in the classroom.
4. Pay attention to the openness of teaching content. The new textbooks under the guidance of curriculum standards have obvious openness in the arrangement of teaching content. Mathematics, for example, often presents only one or several situations, allowing students to ask their own questions according to the presented content and solve them selectively with their own knowledge. Teachers can't write them all out in the compilation of lesson plans, but what problems students have should be seriously considered and necessary countermeasures should be taken.
The new curriculum advocates open and diversified teaching, so the forms of classroom teaching design are also open and diversified. What I'm talking about here is just the most basic general requirements. I hope friends can make full use of their strengths and avoid weaknesses, explore more effective and optimized teaching design, and make greater contributions to the improvement of primary school mathematics teaching quality.