Understanding of primary school mathematics curriculum standards (1) During this period, I studied the new curriculum standards of primary school mathematics again and gained a lot, which made me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, so as to cultivate students' desire and ability for lifelong learning and let students enjoy "happy mathematics". Facing the challenge of the new curriculum reform, we must change our educational concept, think more and think more ways to closely link mathematics with real life, so that students can do, understand and develop mathematics in the process of studying real problems from life experience and objective facts, and enjoy "happy mathematics". Let's talk about our feelings:
First of all, teachers must re-understand textbooks and change their original teaching concepts.
Life is math. "Mathematics Curriculum Standard" puts forward that "everyone should learn valuable mathematics; Everyone can get the necessary math. " It emphasizes the application value of popularizing mathematics learning content-it can meet the needs of future social life. Therefore, in addition to systematically imparting mathematical knowledge, our mathematics teaching should also closely link with the reality of life and adjust the corresponding mathematical content, so as to teach people what kind of mathematical knowledge is needed in life and make people's necessary knowledge and skills become the goal and pursuit of mathematics teaching. For example, in the past, calculation was a bit difficult in our mathematics content, but with the rapid development of modern society and the comprehensive popularization of calculators and computers, the difficulty of calculation has decreased, and more attention has been paid to the necessity and logic of calculation. It has changed the current situation that the course is "complicated, difficult, biased and old" and pays too much attention to book knowledge, strengthened the connection between the course content and mathematics learning life and social science and technology development, paid attention to students' learning interest and experience, and selected the basic knowledge and skills necessary for lifelong learning.
Second, teachers must change the past teaching mode.
In the past, teachers often taught by the book. The classroom often becomes a stage for teachers to sing monologues. Whether students are interested or not, they are still forced to passively accept learning according to the old teaching methods and concepts. Teachers are often the core and organizer of the classroom, and students must follow in the footsteps of teachers. The new curriculum clearly points out that the role of teachers in the classroom has changed fundamentally, from instructor to organizer, participant and collaborator. The teaching structure has also changed accordingly. It is necessary to create a situation closely related to students' lives, stimulate students' thirst for knowledge, and change students from passive learning to I want to learn and I want to learn; Guide students to carry out independent inquiry learning, so that students can fully explore, cooperate and communicate independently, find problems by themselves, and summarize the methods and laws to solve problems. In a word, students should experience the whole mathematical process in one class and realize the three-dimensional goal of classroom teaching.
Thirdly, teachers must change the old evaluation system.
In the past, exam-oriented education focused on students' academic performance and took exams as the only means to evaluate students. The new evaluation system includes not only the evaluation of students, but also the evaluation of teachers and schools. It doesn't evaluate students by one-off exams in terms of semester and academic year, but emphasizes the evaluation of students' progress in the learning process, the establishment of students' ability and self-confidence, the awareness of participating in activities and the spirit of cooperative learning.
In a word, new textbooks and new ideas provide a broader stage for our teachers, and also put forward higher requirements for each of us. Facing the challenge of the new curriculum reform, we must think more and think more ways to closely link mathematics with real life, so that students can use mathematics, understand mathematics and develop mathematics in the process of studying practical problems from life experience and objective facts, so that students can enjoy the "happiness of mathematics discipline" and learn mathematics happily.
Understanding of primary school mathematics curriculum standards (2) Through the study of the new curriculum standards, I have a further understanding of the new curriculum standards and a new understanding of the arrangement intention of new textbooks. The new curriculum highlights the foundation, popularization and development of mathematics learning. In teaching, we should face all students and the new curriculum reform. We must change our educational concept and truly realize the necessity and urgency of the new curriculum reform. Let me talk about my learning experience:
First, the significance of the new curriculum standards to mathematics and the determination of the nature of the curriculum reflect the requirements of the times.
The revised mathematical meaning is expressed as: "Mathematics is a science that studies quantitative relations and spatial forms. Mathematics is closely related to human development and social progress. With the rapid development of modern information technology, mathematics is more widely used in all aspects of social production and daily life. Mathematics, as a scientific language and tool gradually formed by abstracting and summarizing objective phenomena, is not only the foundation of natural science and technical science, but also plays an increasingly important role in humanities and social sciences.
Second, reaffirm the basic concept and highlight "people-oriented, diversified development".
The new curriculum standard puts forward six basic ideas of the original experimental draft of the curriculum standard:1"The mathematics curriculum in the compulsory education stage should emphasize the foundation, popularization and development, so that mathematics education can face all students and realize that everyone should learn valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics. 2 "Mathematics is an indispensable tool for people's life, work and study, which can help people to process data, calculate, reason and prove, and mathematical models can effectively describe natural and social phenomena; Mathematics provides language, ideas and methods for other sciences, and is the foundation of all major technological developments; Mathematics plays a unique role in improving people's reasoning ability, abstract ability, imagination and creativity. Mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization. "Students' mathematics learning content should be realistic", which is meaningful and challenging, and should be conducive to students' active observation, experiment, guessing, verification, reasoning and communication. Content should be presented in different ways to meet diverse learning needs. Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Because of the different cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively, proactive and personalized process. 4 "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience.
Teachers should stimulate students' enthusiasm for learning, provide them with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematical activities. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. For example, teach the lesson of "continuous increase and continuous decrease". Students use the learning materials provided by the textbook to let them tell their own situations, ideas and problems. Students are no longer passive learners, but active learners and creative learners. This is conducive to mobilizing students' internal motivation, developing students' potential and mastering knowledge. 5 "The main purpose of evaluation is to fully understand students' mathematics learning process, to motivate students' learning and to improve teachers' teaching; An evaluation system with multiple evaluation objectives and methods should be established. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence. The development of modern information technology has a great influence on the value, goal, content and the way of learning and teaching of mathematics education. The design and implementation of mathematics curriculum should attach importance to the application of modern information technology, especially the influence of calculators and computers on the contents and methods of mathematics learning, vigorously develop and provide more abundant learning resources for students, take modern information technology as a powerful tool for students to learn mathematics and solve problems, and devote themselves to changing students' learning methods, so that students are willing and have more energy to invest in realistic and exploratory mathematics activities. Among them, two articles about mathematics learning and mathematics teaching were merged into one, which became five basic concepts. The general requirement of mathematics curriculum and teaching is expressed as: "Everyone can get a good mathematics education, and different people can get different development in mathematics", which embodies the concept of people-oriented and diversified development.
Third, the goal from "two basics" to "four basics" should be more specific and pay more attention to students' thinking training and activity experience.
The overall design of curriculum objectives still maintains the structure of overall objectives and learning objectives. Pay attention to the combination of process goal and result goal, which is divided into four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude. It is clearly stated in the curriculum objectives that students should "acquire the basic knowledge, skills, thoughts and experience of basic activities of mathematics necessary for adapting to social life and further development." Such changes make our teachers pay more attention to designing various rich learning activities in teaching activities, so that students can experience the process of knowledge formation in various rich activities, form basic activity experience, constantly expand their thinking and form basic mathematical ideas, which puts forward more specific and higher requirements for students' goals.
Fourthly, sort out the core concept of 10, and pay more attention to the cultivation of students' various abilities and the construction of model ideas.
The new curriculum standard divides the course content into four parts: number and algebra, shape and geometry, statistics and probability, synthesis and practice. And put forward 10 core concepts related to content: number sense, symbol sense, space sense, geometric intuition, data analysis sense, calculation ability, reasoning ability, model thinking, application consciousness and innovation consciousness, and gave a clear explanation for each core concept. The carding of such core concepts pays more attention to the cultivation of students' various abilities and the infiltration of model ideas, especially the cultivation of students' awareness and ability of knowledge application. In the past, many children only solved problems without thinking, and did not transfer and extrapolate knowledge, so as to clearly sort out the specific requirements, and teachers would be more aware of what aspects of training and training students should pay attention to in teaching. Nothing can really get a feeling better than touching it with your hands and looking at it with your eyes. "Curriculum Standards" points out: "To build an open and dynamic teaching curriculum, the classroom should be closely linked with life. Let students learn the effective ways to truly realize personality publicity. For example, before learning supermarket and teaching classification, students are required to walk around the supermarket accompanied by their mother to see the style, content and arrangement of commodity labels in the supermarket; In the teaching of understanding graphics, students can touch and fiddle with plane graphics and three-dimensional graphics, and directly experience the shape and characteristics of objects through touch.
By studying the 20xx version of the new curriculum standard for primary school mathematics, I realize that as a math teacher, I must constantly update my teaching concept, change the old teaching model that can't adapt to the development of students, constantly study textbooks, learn new ideas and methods, better understand my students, study textbooks and teaching methods, and constantly improve my teaching and research level. Only in this way can I adapt to the needs of modern primary school mathematics teaching.
Comprehension from the Interpretation of Primary School Mathematics Curriculum Standards (III) The new curriculum highlights the foundation, popularization and development of mathematics learning, and advocates the ideal that "mathematics should be geared to all students, and everyone can learn valuable mathematics", "everyone can get necessary mathematics" and "different people can get different development in mathematics".
Therefore, the new curriculum standard requires the comprehensive improvement of students' mathematical literacy and the interaction between teachers and students in classroom teaching. Facing the challenge of the new curriculum reform, we must change our educational concept, think more and think more ways to closely link mathematics with real life, so that students can do, understand and develop mathematics in the process of studying real problems from life experience and objective facts, and enjoy "happy mathematics". Through recent study and practice, I have a deeper understanding of curriculum standards and truly understand the necessity and urgency of implementing new curriculum reform.
In the future work, I will do well in every class in strict accordance with the requirements of the new curriculum standard, promote the transformation of the presentation mode of mathematics courses and students' learning methods, establish the main position of students' learning, and strive to create a space conducive to quality education for students.
For mathematics teaching in primary schools, it is necessary to change the way of teaching and learning, and cultivate and form a learning style of "autonomy, cooperation and inquiry". In these two changes, the change of teaching mode is the main contradiction. As soon as the teaching mode changes, so does the learning mode. The change of learning style can be presented rationally in the classroom, which proves the change of teaching style and the true establishment of teachers' new ideas. The practice of curriculum reform tells us that it is impossible to truly change the way of teaching and learning without a firm new curriculum concept.
In teaching practice, I will try my best to break the traditional closed, single and mechanical teaching mode, mainly adopting the following methods:
1. Earnestly study the new curriculum standard, deeply understand the spiritual essence of the Mathematics Curriculum Standard, change ideas, overcome the wrong tendency of ignoring students' dominant position, ignoring the cultivation of humanistic spirit and scientific spirit, and excessively pursuing the subject knowledge system in teaching, truly establish a new educational concept, comprehensively improve students' comprehensive quality through the completion of teaching tasks, and pay attention to improving students' ability to analyze and solve problems. Actively advocate and promote students to actively develop learning methods, broaden the fields of learning and application, and pay attention to connecting life, interdisciplinary learning and inquiry learning, so that students can acquire the mathematical ability that modern society needs for life.
2. I will also grasp the experimental teaching material as a whole, find out its writing intention and system characteristics, find out the internal relationship among the teaching material, curriculum standard and teaching material, and find out the intention and focus of various teaching materials I designed, so as to accurately set the teaching focus in preparing lessons and teaching activities, find the foothold to realize the curriculum goal put forward by the curriculum standard, and effectively implement mathematics teaching.
3. On the basis of accurately grasping the teaching materials and my thoughts, starting from the local reality of the class, according to the age characteristics of students and different teaching contents, creatively and flexibly select and apply various designs of teaching materials, adopt appropriate teaching strategies, and implement the mastery of basic skills and knowledge and comprehensive practical activities; Vigorously improve classroom teaching and advocate heuristic and discussion teaching; Actively develop classroom learning resources and extracurricular learning resources, communicate in and out of class, communicate in parallel disciplines, creatively carry out various activities, increase students' opportunities for mathematics practice, enable students to enrich their knowledge accumulation, master learning methods, improve their basic skills, accept edification and infection, develop good study habits, and lay a solid foundation in mathematics; Encourage students to participate in various practical activities and promote the overall improvement of students' mathematics literacy.
Teachers are the organizers and guides of learning activities, and students are the main body of the classroom, so teachers should return the classroom to students as much as possible, let as many students participate in the classroom as possible, and return the "dominance" to students. The purpose of learning is to apply what you have learned, not just for exams and further studies. Therefore, teachers really need to change their roles and status, conform to the requirements of the new curriculum standards, leave space and time for students to fly their hearts, create a relaxed and free classroom atmosphere, and truly guide students to learn actively in this relaxed atmosphere. In this way, students have more free learning space and equal opportunities to talk with teachers, which is becoming more and more important.
So that each student's potential can be fully tapped, the quality can be comprehensively improved, and the classroom is full of vitality and vitality. As the curriculum standard points out, students can gain an understanding of mathematics and make progress and development in many aspects such as thinking ability, emotional attitude and values.
Understanding of the interpretation of primary school mathematics curriculum standards (IV) Studying the new curriculum standards of primary school mathematics again today has made me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, so as to cultivate students' desire and ability for lifelong learning and let students enjoy "happy mathematics".
Experience of learning the new curriculum standard of primary school mathematics. Therefore, by studying the new curriculum standards again, I have the following understandings:
First, preparing lessons: changing "preparing textbooks" into "preparing students"
There are many ways for teachers to prepare lessons, but few ways for students to learn. Teachers pay attention to their own good language skills (such as concise, accurate and vivid language, etc. ), standardize skilled experimental operation and expression of words (such as orderly blackboard writing, clear illustrations and neatness, etc.). ) and the organization and management of students, but not enough attention to students' learning. Teachers should discuss how students learn when preparing lessons, and determine different learning goals according to different contents;
Students of different grades should be instructed how to preview, listen to lectures, take notes, review and do homework. We should consider the cultivation of observation ability, imagination ability, thinking ability, reasoning ability and summary ability. The level of a teacher's teaching is not only the level of imparting knowledge, but also the level of cultivating students' learning ability.
Second, the classroom: changing "teaching plan" into "generative classroom"
The teaching process is a dynamic process of constant change and development, and many unexpected factors will inevitably appear in this process. Even if teachers fully consider the learning situation, there will be "unpredictable" scenes, especially when the initiative and enthusiasm of teachers and students are fully exerted, the actual educational process is far more vivid, lively and rich than the scheduled and planned process.
Teachers should make full use of direct generating factors and show flexible teaching wit, instead of leading students by the nose. In order to promote the dynamic generation of classroom teaching, teachers should create a democratic and harmonious classroom teaching atmosphere. If our classroom is still a teacher's dignity, students' questions can't be answered or ignored by teachers, or they immediately show apathy and impatience, then students' enthusiasm for learning will be greatly reduced, and they will learn from the new curriculum standards of primary school mathematics. Therefore, in order to make our classroom full of vitality, the relationship between teachers and students must be open, and teachers should truly establish a democratic relationship with equal personality and sincere cooperation in teaching.
At the same time, teachers should attach great importance to students' words and deeds. On the platform of teaching and learning, learning from each other, teaching because of learning, and establishing the consciousness of grasping teaching opportunities at any time will certainly make our classroom teaching more lively and interesting, more energetic and more able to show the infinite charm of teachers. Pay attention to openness when asking questions in class. Open questions, there is no unified mode of thinking and ready-made answers, and students' answers are entirely based on their own understanding.
The answers will be rich and colorful and can be used as teaching resources for our teachers. Teachers give affirmation or guidance according to these answers, so that students' ideological understanding can be improved in the affirmation or guidance of teachers. To promote the dynamic generation of classroom teaching, teachers should give full play to their teaching wisdom, and teachers' superb grasp of the educational process is the grasp of this dynamic generation.
Third, change "authoritative teaching" into "* * * discussion"
The new curriculum advocates the establishment of a learning mode of independent cooperation and inquiry, which puts forward strong requirements for the transformation of our teachers' functions and roles, that is, the traditional condescending position of teachers will gradually disappear in classroom teaching, and instead, teachers will stand among students and have equal dialogue and exchanges with them; In the past, the dullness and seriousness of teaching activities controlled by teachers should be broken and replaced by the sincerity and passion of teacher-student interaction and development. Therefore, the function of teachers is no longer just to convey, discipline and educate, but more to inspire, help and suggest; The relationship between teachers and students is no longer based on knowledge transmission, but on emotional communication; The role of teachers is no longer to fill the warehouse, but to light the torch. Students' inspiration for learning is not produced in quiet meditation, but mostly in positive speeches and mutual debates. The main role of students is suppressed, and the original learning inspiration sometimes disappears.
Fourth, change "teachers say" to "students talk more"
In teaching, teachers should encourage and guide students to understand mathematical concepts on the basis of perceptual materials or make simple judgments and inferences through quantitative relations, so as to master the most basic knowledge and express this thinking process in language, which is conducive to correcting the defects of students' thinking process in time and guiding the whole class.
Teachers can organize students to speak according to the characteristics of teaching materials. Some teachers are only satisfied with students saying right or wrong, or how much. As for whether they speak completely and in what order, the teacher doesn't pay much attention.
This does not help to cultivate students' thinking ability. Mathematics teachers should encourage and guide students to express their views, tell their thinking process in an orderly way, and give as many students as possible a chance to speak. Teachers should not only understand the results of students' speaking, but also pay attention to the quality of students' speaking, which is conducive to cultivating students' logical thinking ability.
According to the age characteristics of primary school students, a good math class should fully mobilize students' various senses and improve their interest in learning, instead of burying students in more and more exercise papers. For example, oral arithmetic is no longer worthy of the name, most of it has been replaced by written arithmetic, and it is not easy for students to do it.
In fact, in the past, many teachers have created many good methods of oral calculation, especially in the teaching of lower grades, combining teaching with games and entertainment has enlivened the classroom atmosphere and mobilized students' learning enthusiasm. Other textbooks can do the same.
We can't turn math class into a boring class for students to learn. In mathematics classroom, teachers should guide students to practice and speak, supplemented by other teaching methods, which is conducive to optimizing classroom atmosphere, improving classroom teaching effect and inevitably improving teaching quality.
In short, in the face of the challenge of the new curriculum reform, we must change our educational concept, use more brains and think more ways to closely link mathematics with real life, so that students can do, understand and develop mathematics in the process of studying practical problems from life experience and objective facts, and enjoy "happy mathematics".