For some time,

Due to one-sided understanding and conceptual deviation,

Teachers often pass

Pay attention to "process objectives"

Strengthen the development of ability and emotion, attitude and values,

Many teachers set their goals too high and too much space in teaching presupposition, especially the first one.

Target setting is unknown.

Leading to the implementation of teaching objectives preset or diluted before class,

may be

Virtual, or lost, especially the most important knowledge and ability goals have not been implemented.

After a class, I can't see any teaching effect. Classroom teaching is like fog, rain and wind.

The formalistic tendency of flashy and emotional "excess" has a great influence on students.

Negative effects.

The mathematics classroom under the background of the new curriculum, although not only pays attention to "double basics" like the traditional classroom.

But we must never go to the other pole,

Blur or give up

"double base"

It should be handled dialectically.

"too.

The relationship between "process goal" and "knowledge and skill goal" not only avoids talking too much about knowledge without paying attention to the process.

Knowledge and skills, emotions, attitudes and values should not be divorced from knowledge and skills. Each of them.

The two have connotations and complement each other. While the process goal develops, it also makes the routine tasks fall to the ground.

Starting from reality, let students have real cognitive gains in every class.

Second, don't shy away from necessary and effective training.

Under the new curriculum reform, the word "training" is taboo and seems to be contrary to the new curriculum.

This is a misunderstanding.

The overall goal of the new curriculum standard points out that students can gain "foundation" through mathematics learning.

Mathematical thinking methods and necessary application skills "

. The acquisition of applied skills must depend on

Effective training,

Of course, we are opposed to too mechanical and repetitive training.

But don't deny all the training.

practice At present, the "training" commonly used in primary school mathematics classes are

three

There are three levels: the first is that teachers can't.

Training consciousness, students have no experience and feeling of "not training"

; The second is that teachers have a sense of cultivation.

Knowledge, students can realize that they are training with training.

; The third is that teachers have training.

Consciousness, but students unconsciously experienced the training process of "training"

. We pursue

It should be the third kind of "training"

, a kind of "training" that hides the training intention.

, a kind of "with the wind.

Sneak into the night, moisten things quietly "training, an" organic training "in the class environment.

Third, don't talk about the color change of "saying", and avoid "saying" as deep.

In the new curriculum reform, I feel that many teachers are afraid to speak, so if they can speak less, they will speak less.

"Don't talk" means "Don't talk"

. Try to let students speak, move and explore.

On the surface, there is a lot of excitement, but the actual effect is very little. As Professor Ye Lan said, there is no focused hair.

Dispersion is worthless, and the purpose of focusing is development. Therefore, teachers should

Say, then say, nudge will nudge