First, the problems in the reform of mathematics teaching
1, the spirit of the new mathematics curriculum reform is not in place.
At present, many teachers also attach importance to the guidance of the new curriculum reform by studying the new curriculum standards of mathematics. Although they also mentioned ideological education and ability improvement, everyone's focus is only on knowledge. Only knowledge goals can be implemented. Some teachers may be due to "inertia" and may be because the new curriculum concept has not yet formed. In classroom teaching, they still talk about knowledge from concept to concept, and can't combine knowledge with application and knowledge with ability. They only pay attention to the teaching of basic knowledge and the implementation of knowledge-based goals, ignoring the implementation of the three-dimensional goals stipulated in the curriculum standards. For example, when we talk about rational number operation in the first grade, we only pay attention to the correct results and emphasize the operation rules and order. There are not enough examples in life, especially the overall operation rules or simplified operations. What is more important is to introduce mathematics into life and cultivate students' operation ability. It is treated as a key point in the textbook, but this knowledge point is not stipulated in the curriculum standard, so the book has no conclusion. This arrangement in the textbook pays attention to students' participation and process experience, which is to let students experience the process of inquiry and draw roughly correct conclusions. Whether the conclusion is complete and the expression is rigorous is not emphasized in this section. In practical teaching, some teachers only pay attention to the teaching of concepts and laws, only pay attention to the goal of knowledge, and ignore its practical teaching.
2. Ignore the cultivation of students' self-study ability and creativity.
At present, a prominent problem in the reform of mathematics teaching is to attach importance to the teaching of knowledge and problem-solving skills, while ignoring the cultivation of students' self-learning ability. This is an extremely worrying phenomenon, because students' knowledge in school is limited after all, and more knowledge is acquired by self-study after students enter the society. Therefore, in teaching activities, we should attach importance to teaching students how to acquire knowledge. Mr. Ye Shengtao's "teaching is for not teaching" is not only applicable to Chinese teaching.
Due to the influence of the enrollment rate, under the command of the baton of the senior high school entrance examination and senior high school entrance examination, under various social pressures, many educational reform practices are full of knowledge, talking about problems and swimming in the ocean of problems. Teaching reform teachers are speechless and students are tired. The cultivation of students' innovative ability is a long-neglected problem.
3. In the process of teaching reform, the direction is unclear, lack of innovation or eager to be unconventional.
Many teachers don't know enough about teaching reform, don't know the direction of teaching reform, and can't correctly handle the relationship among teaching, teaching research and teaching reform. In addition, some teachers lack innovative spirit and blindly transplant others' teaching reform experience without in-depth thinking, which can only lead to failure.
4. Some schools can't persist in the process of teaching reform and are easily influenced by the outside world.
In the process of teaching reform, some teachers have made great efforts in teaching reform and achieved excellent results. Just as they were preparing to show their talents, they were appointed as principals and directors by their superiors. In this way, I often go out to meetings to study, get busy with administrative affairs, and apply what I have learned to my business work, resulting in both losses. Or once you make some achievements, you will come here to give a report and introduce your experience there, which will eventually make the education reform short-lived.
These are all problems that are easy to appear in the process of teaching reform. In order to achieve the expected goal of teaching reform, it is necessary to analyze the above problems and take measures to make the mathematics teaching reform go smoothly, so as to achieve the expected goal.
Second, in the face of problems in mathematics teaching reform, measures should be taken
In order to make the teaching reform go smoothly as planned and achieve the expected goal, we must find out the problems existing in the teaching reform and take measures to solve them. I think we can start from the following aspects:
1, teachers must strengthen the study of theory and business.
For teachers, the importance of strengthening theoretical and professional learning is self-evident. Fuzzy theory will inevitably lead to blindness in practice, and ineffective labor in teaching is mainly caused by theoretical deviation.
First of all, teachers should strengthen the study of philosophy and put forward, analyze and solve problems with dialectical views in the process of teaching reform.
Secondly, teachers should strengthen the study of educational psychology, and make the teaching reform successful, only under the guidance of educational science theory, otherwise the teaching reform will not achieve the expected purpose.
In business study, teachers should constantly strengthen their study of this subject, and at the same time understand the latest development and trend of mathematics, so as to keep pace with textbooks, students and the times.
2. Teachers should strengthen the discussion of teaching methods.
In order to make the teaching reform successful, teachers must be familiar with all kinds of mathematics teaching methods and their characteristics, and choose the appropriate teaching methods in teaching. At present, great achievements have been made in teaching reform in various places, and many unique teaching methods have been summarized.
3. Teachers must correct their thinking and raise their awareness.
Teaching reform is a century-long plan for education. It requires teachers to work not only for one year or several years, but also for more than ten years, decades or even life. Teachers should have the confidence and courage to overcome difficulties, not be afraid of difficulties and make continuous progress. At the same time, the direction of teachers' teaching reform should be clear and the goal should be specific: through teaching reform experiments, students can gain knowledge to the maximum in less time and promote the all-round development of students' ability.
Teachers in the same department want Qi Xin to work together to tackle key problems.
After all, a person's time, energy and knowledge are limited. In order to carry out the teaching reform activities smoothly, teachers in the same discipline should work together, give full play to the collective wisdom and strength, and let all teachers participate in the teaching reform and tackle key problems together, which is conducive to the vertical and in-depth development of the teaching reform. This must put an end to and prevent the bad phenomenon that scholars despise each other and peers are jealous. Old teachers should not pretend to have strong practical experience, and young teachers should not be proud of their high theoretical knowledge.
5. Teachers should pay attention to cultivating students' reasoning ability in explanation.
The new textbook was officially introduced in the second volume of the ninth grade, and syllogism deductive reasoning officially began. Therefore, the training time of students' logical reasoning in junior high school is too short, and students' deductive reasoning ability can not meet the requirements, which will bring unfavorable factors to senior high school teaching. Three years of experimental results can also confirm this reality. For example, the finale of our city's one-year mathematics graduation thesis is; △ABC is an equilateral triangle inscribed with ⊙0, D is a point on ⊙0, AD and BC intersect at E, connecting BD, AE=4cm, ED=lcm. The number of times to find (1)∠D; (2) the length of 2)AB. This question should be a relatively simple one, but the sampling statistics after marking the paper show that the scoring rate of this question is 28.6%. It does reflect that students' deductive reasoning ability is weak. Therefore, in the cultivation of students' reasoning ability, we put forward the following suggestions: first, strengthen the cultivation of students' reasoning ability from the chapter of quadrilateral in grade eight; The second is to infiltrate deductive reasoning on the premise of doing experiments and reasoning reasonably, and the third is to promote the teaching of proof chapter. Fourthly, strengthen the teaching of geometric analysis and improve students' deductive reasoning ability.
The new teaching concept is: pay attention to the development of students, face all students, cultivate students' interest and love in subject inquiry, be close to life and society in teaching, be closely linked with reality, reflect the changes in learning methods and teacher-student relationship, highlight students' active participation and develop students' interest in inquiry. As long as our teachers pay attention to and analyze the problems that affect the teaching reform experiment, they will get closer to the requirements of the new curriculum reform.