First, understand the meaning of three-dimensional goals and their relationship, and strengthen the consciousness that "three-dimensional goals are harmonious, unified and inseparable"
Three-dimensional goal refers to the goal requirements of knowledge and skills, process and method, emotion, attitude and values. Specific to our classroom teaching, we must first make clear the knowledge goal of a class, and then let students experience the process of knowledge development, so that students can acquire effective learning methods while mastering knowledge, develop their abilities in all aspects, and let students gain a successful experience in the process of autonomous learning, enhance their interest in learning mathematics, and form correct learning attitudes and values.
The relationship between the three determines that we should not only pay attention to the learning process, but also pay attention to the learning results, not only to the accumulation of students' basic knowledge and skills, but also to the cultivation of students' emotions, attitudes and values.
Second, on the basis of understanding the arrangement intention of teaching materials, creatively use teaching materials to formulate appropriate three-dimensional goals.
The new curriculum standard points out that students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematics learning. To do this, we must seriously study the new curriculum standards and change the traditional teaching concept. Teachers use textbooks instead of teaching them. Teachers can't think that the reproduction of teaching materials is the completion of teaching tasks, but must be recreated through reprocessing, and the teaching of knowledge should be accompanied by the cultivation of attitude and ability to a greater extent. Textbooks can neither be used as teaching objectives nor as documents that must be implemented in teaching, and they can not go to the extreme of creative use-only change is a creative wrong tendency, and we can not blindly "create change". We should use textbooks creatively on the basis of correctly understanding the intention of textbook arrangement.
In a word, flexible use of teaching materials is a means of teaching, aiming at promoting students' development. The only criterion to measure the flexibility of the use of textbooks is the learning effect of students.
Third, improve the effectiveness of classroom teaching and effectively implement the three-dimensional goal.
Modern classroom is a classroom that advocates generation. Teachers can add or delete preset teaching links at any time according to the change of learning situation, thus adjusting the teaching process. However, the classroom must conscientiously implement the three-dimensional goals, and we should not blindly change or give up the goals because of contingency and unpredictability, so that classroom teaching can be further promoted in a direction conducive to students' development. In classroom discussion and questioning, teachers should also focus on three-dimensional goals, consider the pertinence and effectiveness of questions, consider testing students' knowledge and ability level, consider the infiltration of students' methods in the process of thinking, discussing and answering, and consider how to reflect emotional attitudes and values.
Make full use of students' life experience in teaching, design vivid, interesting and intuitive mathematics teaching activities, such as using nursery rhymes, stories, riddles, humorous language and other forms, so that students can actively participate in mathematics activities and participate in mathematics activities happily. In addition, we also pay attention to creating problem situations, so that students can find mathematical information in specific situations, find mathematical problems and try to solve them. Because problem situations are emotionally attractive, they can arouse students' interest in learning and stimulate their thirst for knowledge and curiosity. Therefore, in primary school mathematics teaching, we should carefully create problem situations, arouse students' enthusiasm for learning new knowledge, narrow the distance between students and new knowledge, and make full psychological preparation for students' learning.
In teaching, to choose effective learning methods according to the characteristics of knowledge and students' reality, teachers must also explain a lot of knowledge that is difficult to understand only by students' existing knowledge and experience. Of course, the explanation and guidance mentioned here, teachers should seize the opportunity to explain, should be said when students are confused, should be said when students do not understand or feel superficial. Specifically, when the teacher needs to explain in class, the teacher should explain and guide in time. Students need cooperation to explore, let them cooperate to explore, and let them do it if they need practice. It provides every child with the opportunity to think, innovate, show and experience success, so that students can learn mathematics happily. Starting from students' life experience, existing knowledge background and their cognitive characteristics, let students experience the process of forming knowledge and skills, turn the process of imparting knowledge into the process of learning and using knowledge and skills in independent activities, and let students discover and solve problems independently, so as to pay equal attention to "knowledge" and "result", "process" and "result". In mathematics classroom teaching, we should focus on students' development, give full play to teachers' organization and guidance, grasp the context of learning knowledge and skills, and effectively implement the goals of knowledge and skills in mathematics classroom.
Only by organically integrating the "three-dimensional goals" can teaching go deep into students' inner world, stimulate students' mathematics learning needs and achieve better learning results, and the mathematics classroom will glow with endless vitality.
Fourth, through after-class feedback and consolidation, the three-dimensional goal can be effectively implemented.
Combining with the three-dimensional goal, examining students' after-class practice design, recording teachers' successful teaching experience, failure lessons and self-reflection on teaching changes are measures to form a correct and comprehensive three-dimensional goal, implement self-evaluation, continuously improve teaching quality and teaching ability, and then improve the effectiveness of classroom teaching.
Timely feedback of the information organized by teachers in the classroom can enable teachers to adjust teaching methods in time according to students' reactions to lectures. Timely feedback of students' in-class exercises can enable teachers to adjust the quantity and difficulty of extracurricular exercises in time and avoid mechanical repetition. The timely feedback of formative test information can enable teachers to adjust teaching requirements in time according to students' knowledge defects and formulate remedial plans and measures, thus improving teaching effect and fully developing and improving the quality of teaching and learning. Homework correction should be recorded, and existing problems and individual problems should be carefully analyzed. If it is a sexual problem, it is necessary to focus on comments; If it is an individual problem, it is necessary to give individual face-to-face counseling.
At the same time, after a class, teachers should review and reflect on the completion of teaching tasks, existing problems, students' learning emotions, the design and implementation of classroom teaching in time, and record their own experiences and lessons, so as to adjust teaching methods in the future, check and fill in the gaps in time, so that they can constantly give play to their advantages, improve their shortcomings and continuously improve their teaching quality and teaching ability in the future.
In short, we should fully embody the teaching concept of "student-oriented development" in mathematics teaching, effectively implement the three-dimensional teaching objectives, truly improve the effectiveness of classroom teaching, and make students progress and develop in knowledge and skills, processes and methods, emotional attitudes and values. Only by making our math classroom teaching more effective can the math classroom glow with strong vitality.
There is no weakness in the course, but some execution is not strong enough and the effect is poor. Mainly refers to local courses, school courses and comprehensive practical activities courses. She believes that the full implementation of the curriculum plan is an important carrier of implementing quality education, and it is also the requirement of the times. Implementing the three-level curriculum well is the broad road to quality education, otherwise it is a crooked road. In particular, the implementation of the so-called weak curriculum is of great significance for changing the talent training model. Traditional teaching methods have fallen into the closed learning of "speaking-reciting-practicing", and there is no way to improve students' sense of social responsibility, innovative spirit and practical ability. Our implementation of the national curriculum plan is the embodiment of the national will, the concrete embodiment of implementing the national educational principles and policies, and the unshirkable responsibility and obligation as educators. Otherwise, it will destroy the training goal of the country and become a sinner of the country and the nation!
First of all, in the face of many challenges and pressures, she did not wait for help. In the face of the difficulties of aging teachers, poor school conditions and insufficient human and material resources, she did not blindly stay. On the contrary, she believes that positive development will win opportunities, and those who help themselves will help each other to win transcendence. This is a far cry from many people who are full of complaints, complaining about others and not seeking progress. If you want to do something, you will be kind to every day, overcome all difficulties, work creatively and get closer to your goal.
Secondly, we can plan the development of the school from a macro perspective, have a clear understanding of the development trend of education, and scientifically formulate the development direction of the school. From the appeal for educational equity, he realized that education would be balanced. As a rural joint primary school, it is impossible for hardware facilities to catch up with urban schools in a short period of time. But we can tap the potential, give full play to our advantages and actively narrow the gap with urban schools. Position the development of the school as the establishment of a new rural school. Established the vision of school development. This is far more pragmatic and clever than simply catching up with and copying advanced schools. For example, her comprehensive practical activity course "Double Hundred Flowers Plan" is very simple and practical-she can do ten kinds of housework, cook ten dishes, know 100 kinds of plants in China and 100 kinds of animals in China. The conditions and resources of rural children are not worse than those of urban children, but they have considerable advantages.
Third, in-depth management ensures that the implementation of the course is not superficial. Starting with the professionalization of teachers, put an end to the formalization of weak courses. From the formulation of evaluation objectives, including the two-way choice of curriculum, to the formulation of curriculum objectives, and then to the evaluation of curriculum implementation quality. These are the necessary guarantees for the deepening of curriculum management. When most people think it is a difficult problem and have no way to start, such a young headmistress is showing off her success in a big way, which is very touching!
In fact, this is due to her profound understanding of the course. Since she is willing to teach local courses to excellent Chinese teachers, she thinks that the contents of the courses are interlinked, not isolated from each other. She can pay attention to the school-based content of the national curriculum, let teachers jump out of the routine and fatigue of the national curriculum, and strive to be school-based and teacher-oriented. It promotes the professional growth of teachers. Her experience of teachers' professional life happiness is more profound than that of many old teachers, because she thinks that the quality of teachers' work life will affect the quality of their family life. Whether teachers or principals, the clarity of their role consciousness will affect their walking direction. When both teachers and principals regard work performance as teachers' duty, this profession is actually very sacred. As an educator, I will be more lofty and less stingy and slow.
A rural joint primary school can make people admire "singing opera inside and outside class, singing poetry in the soil". What are the reasons for the weak curriculum in those schools with good conditions in all aspects? I think I lack courage and sense of responsibility rather than being old, worried and afraid of failure. Lack of respect for the law of education, behind caution is actually lack of confidence, ineffective action, lack of management and conservative inaction!