When we have accumulated a lot of feelings and opinions in our hearts, it is necessary to write a piece of experience, which is conducive to cultivating our habit of thinking. How should I write it properly? The following is a model essay (6 commonly used) that I have compiled to help you learn the new curriculum standard of primary school mathematics. Welcome to reading. I hope you will like it.
Experience of the new curriculum standard of primary school mathematics compiled by the Ministry 1 I participated in the learning and training activities organized by the county before the start of school, and I felt great gains. Now I want to talk about my own experience in this training activity.
First, understand the basic concepts of the new curriculum and change the teaching methods.
One of the basic concepts of the new curriculum standard is "to realize everyone to learn valuable mathematics;" Everyone can get the necessary mathematics; Different people get different development in mathematics. The second idea is that students' mathematics learning content should be close to students' life, which should be conducive to students' active observation, experiment, guess, verification, reasoning and communication. The third basic idea is that "students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning". Teachers should thoroughly and comprehensively study the curriculum standards, understand its spiritual essence, master its ideological connotation, be familiar with the overall requirements of the curriculum standards, make sure that the learning materials have a clear purpose and focus, specifically and accurately grasp the key points and difficulties of the teaching materials, creatively design the teaching process, and control the teaching materials with ease.
Second, the learning methods mainly include: autonomous learning, cooperative learning and inquiry learning.
Autonomous learning is a way of learning in which you are the master of learning and are not dominated by others. It emphasizes the initiative, independence and self-control of learning, and pays attention to learners' interests and responsibilities, which is helpful to carry forward the spirit of subjectivity and autonomy. Cooperative learning refers to students' mutual learning with clear division of responsibilities in order to accomplish the same tasks in groups or teams. It emphasizes the exchange, interaction and sharing of learning, which is helpful to cultivate students' cooperative spirit, team consciousness and collective concept. Under the guidance of teachers, inquiry learning is a learning method in which students choose and determine topics from their own lives, acquire knowledge by discovering problems independently, and apply knowledge to solve problems. It emphasizes the problem, process and openness of learning, which helps to form students' intrinsic learning motivation, critical thinking quality and thinking habits.
Third, improve the new evaluation mechanism.
There are not only summative evaluations, but also developmental evaluations. Developmental evaluation should focus on the comprehensive evaluation of students' progress and development in the fields of knowledge, skills, emotions and values in the learning process after a stage. Its purpose is to help students make improvement plans and promote better development. In this way, the incentive function and diagnosis function of evaluation are always scientific.
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. I hope every teacher can practice the concept of curriculum standard and restore the true colors of mathematics.
Experience of compiling the new curriculum standard of primary school mathematics II. The teaching profession is destined to be lifelong learning. I have been reading the new curriculum standards one after another these days, and I have also read some experts' interpretations of the new curriculum standards on the Internet, which has benefited a lot. The Curriculum Standard of Primary Mathematics points out that learning is a personalized action. As teachers, we should create a "place" in the classroom teaching environment that is conducive to publicizing students' personality, so that students' personality can be released in a relaxed and happy atmosphere and show the vitality of students' lives. However, for a long time, our classroom has neglected the development of students' emotion, imagination and understanding. We put too much emphasis on memorizing and imitating knowledge, which restricts children's mouth, hands and brain, suppresses students' initiative and creativity, and finally makes students become mechanical and inflexible, lacking childlike innocence and spirituality, and lacking vitality. Then, in the face of the challenge of the new curriculum reform, how can we make our primary school mathematics classroom teaching really alive?
First of all, let students become the masters of the classroom, experience mathematics and play it well.
An important idea of "Primary School Mathematics Curriculum Standard" is to provide students with opportunities to do and "play" mathematics, so that students can experience and appreciate mathematics in the learning process. Students' interest will stimulate their curiosity and form positive emotions. In mathematics, we constantly create situations that are synchronized with students' psychological needs, arouse students' enthusiasm for learning, and let students really feel that "mathematics is really strange"! The result is "I also want to have a try!" Psychology. This kind of classroom teaching not only transfers knowledge, but also increases an emotional exchange and a collision of ideas, which makes students sprout a desire. Mathematics is really interesting. I want to "play" mathematics well, which makes me more willing to learn mathematics and soar in the world of mathematics.
Second, enhance students' self-confidence and cultivate students' awareness and ability of independent participation.
Teachers' teaching tasks depend on the teaching process. The key to achieve short-term, efficient, labor-saving and low-consumption teaching effect is to optimize the teaching process and achieve the best teaching effect in the teaching process. To achieve the goal of quality education, we must correctly handle the relationship between teaching and learning and realize the best combination of teaching and learning. Only in this way can we establish students' dominant position and form a new situation of promoting learning through teaching.
1. Let all students participate in the teaching activities, and everyone should use their brains, words and hands. Teachers need to change their teaching concepts, put themselves in a correct position, truly give students the status of masters, fully develop teaching democracy, handle the relationship between teachers and students, and create more opportunities for students to think, speak and do things. For example, in some teaching contents, as long as we make use of the internal relationship between old and new knowledge, grasp the growing point of knowledge, inspire and guide students to communicate and find problems, and explore the law induction by ourselves, we can draw conclusions. So that students can feel the connection between old and new knowledge, infiltrate ideological education, and achieve the goal of all students actively participating in teaching activities.
2. Let students actively explore the laws of knowledge, know the truth and draw conclusions. Quality education requires teachers to focus on the process of making students explore knowledge, reveal the law of knowledge formation, and let students discover and master the law through the exploration-generalization-application of new knowledge. This is not only a process for students to master knowledge, but also a process for developing their abilities. For example, in the lesson "Perimeter of Rectangle and Square", students are first made to realize that the perimeter is the sum of the lengths of each side through hands-on practice, and then they are inspired to find the internal relationship between knowledge through observation and discussion, and find the method of rectangle perimeter from the characteristics of rectangle. Students will have many algorithms in the learning process and draw conclusions. Grasp the occurrence and development of knowledge in teaching, and use teaching methods such as group discussion, cooperative communication, dictation process and intuitive demonstration to achieve the purpose of letting students actively explore the law of knowledge. In short, we should consider how to let students explore the process of knowledge formation and development, carry forward democracy, strengthen training awareness, give more guidance and encouragement, and let students actively explore the laws of knowledge.
Third, improve students' ability to learn mathematics, so that students can develop good math study habits.
Teachers all know that it is very important to cultivate good math study habits of primary school students. According to the spirit of primary school mathematics curriculum standards, the teaching of primary school mathematics teaching activities should first cultivate students' good mathematics learning habits in learning new courses. Here, good study habits cannot be simply understood as external forms such as asking students to sit well in class and raise their hands to speak. More importantly, gradually guide students to learn to cooperate and communicate, learn to think independently, dare to ask questions, listen to others' opinions with an open mind, dare to express their own ideas and be willing to cooperate with others. As teachers, we should also know that students can't form these good math study habits overnight. In teaching methods, students should be regarded as "machines" in processing plants, rather than eager for success. Instead, students should learn to discuss, communicate, think, cooperate, listen, ask questions and share step by step. These good study habits can lay a solid foundation for students to learn mathematics in the future and benefit them for life.
Experience of the new curriculum standard of primary school mathematics 3 Practice shows that mathematics comes from life, and life is full of mathematics. Let mathematics come from life, refine mathematical problems purposefully, and then let mathematical knowledge return to life, which can not only make students feel the mathematics of life, look at the life around them with mathematical eyes, enhance their mathematical consciousness in life, but also help to explore the potential of independent learning of each student, which is undoubtedly a positive source of vitality for improving students' learning mathematics.
1, life is full of mathematics. Usually, students can integrate the examples around them into the math classroom, so that teaching and learning can jump out of textbooks and make the math classroom bigger. The price tag of the supermarket, the interest rate of the bank, the estimation of the campus area, and the investigation and statistics of the canteen menu can all be the source of materials for learning mathematics. This kind of study is undoubtedly a great power to stimulate students' thirst for knowledge and make the mathematical problems to be studied concrete, vivid and life-oriented.
2. Mathematical problems return to life. Mathematics comes from life and serves life. For primary school students, common sense and experience formed in life are the basis for them to learn mathematics. Therefore, it is necessary to create conditions for applying mathematical knowledge, give students opportunities for activities, and let students deepen their consolidated understanding of new knowledge in practical activities. For example, after teaching the example of "encountering problems", the teacher asked, "Is this the only case in real life?" Under the guidance and inspiration of teachers, after students list some reasonable actual situations in real life, teachers can let students re-compile questions and solve them by themselves. For example, in the teaching of Yuan, Jiao and Fen, how many kinds of stationery can I buy for you 10 yuan? Only by truly applying mathematical knowledge to solve practical problems in life can students broaden the content of mathematics and stimulate their enthusiasm for learning, so as to achieve the ultimate goal of learning mathematics.
In short, the primary school mathematics classroom under the background of the new curriculum reform is no longer a closed knowledge concentration training camp or a simple knowledge deferral, but a mirror reflecting the way and ability of "highly intelligent learning", allowing students to study independently and explore cooperatively in the classroom, thinking can fly, inspiration can be stimulated, and our classroom becomes more and more colorful. Isn't this the classroom charm that we have been pursuing?
Recently, I have carefully studied the mathematics curriculum standards, which makes me realize that our teachers must update their original teaching concepts, change their original teaching models, constantly study textbooks, learn new ideas and methods, fully understand their students, effectively complete teaching tasks, and raise their education and teaching level to a new level. Only in this way can we meet the needs of modern teaching.
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 actual life and adjust the corresponding mathematical content, so as to teach people what kind of mathematical knowledge is needed in life and make the necessary knowledge and skills in life 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.
Fourth, change the teaching methods.
1, pay attention to creating teaching situations.
2. Pay attention to the process of knowledge inquiry.
3, pay attention to the use of modern information technology to assist teaching.
4. Pay attention to discussion, cooperation and communication in teaching, and let students participate.
5. Pay attention to your homework every day. Because homework is a beneficial extension of classroom teaching, homework should be linked to life as much as possible.
6, evaluation methods should be diversified, not only pay attention to the results, but also pay attention to the learning process and learning level, to help students know themselves and build confidence.
In my opinion, with the development of society, students receive a lot of information every day. Television, newspapers and the Internet are all places to study mathematics. This requires us to break the limitations of the classroom and regard the social life around us as a big classroom for students to learn. In classroom teaching, we should make full use of and guide students to use all kinds of information, so that each student's potential can be fully tapped and his quality can be comprehensively improved, and the classroom can be full of vitality and vitality. As the new curriculum standard points out, students have made progress and development in thinking ability, emotional attitude and values while gaining an understanding of mathematics.
It is pointed out that "mathematics teaching should pay attention to students' emotions" and it is of practical significance to study the understanding and unification law of cognitive process and emotional process in mathematics classroom teaching. They create situations and drive curiosity to explore mathematical phenomena; Mobilize emotions and have fun in exploring mathematical laws; The exchange of emotions and the formation of learning situation of mathematics knowledge can stimulate students' learning enthusiasm, improve learning efficiency and strive to truly reflect students' main role in learning.
Ye Shengtao said: "the cultivation of habits lies in the training and guidance of teachers." "Guidance" can enable students to form good thinking habits, pay close attention to the changes in the surrounding situation at any time, and understand that things are not static, established things will produce new situations in form or essence at any time, and the form or content of things will be replaced by another at any time. Good habits should be trained and naturally developed. Correspondingly, if people or animals "hold", they will have a dependence, and they will not think about anything or think about it. Because he knew that someone would guide him how to do it, as for the way and effect of doing it, it was not what he thought. Inertia was born and it was impossible to have a unique style. Therefore, we should "guide" students to learn, not "encourage" students to learn.
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 use mathematics, understand mathematics and develop mathematics in the process of studying real problems from life experience and objective facts, so that students can enjoy the "happiness of mathematics discipline" and learn mathematics happily.
Experience of compiling the new curriculum standard of primary school mathematics 5. Today, I learned the new curriculum standard of primary school mathematics, 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 of lifelong learning and let students enjoy "happy 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 full of 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. 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 "teaching" to "* * * with 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".
It is mentioned in the experience new curriculum standard of primary school mathematics new curriculum standard of the Ministry of Education that effective mathematics learning comes from students' participation in mathematics activities, and the degree of participation is closely related to the emotional factors produced by students when they study. Teachers should create a relaxed mathematics learning environment for students, create a classroom situation that attracts students and encourages them to actively participate, so that students can learn mathematics actively, independently and confidently, exchange mathematics knowledge on an equal footing, and solve the problems they face through mutual cooperation. "Let students like mathematics" is one of the goals advocated by the new curriculum standards. So, how to make students like math? The following are some of my experiences in learning the new curriculum standards:
First, let students enjoy lively and interesting mathematics.
Primary school students' self-control ability is poor, and some students' thoughts are still "wandering" in the classroom, so the simple classroom organization effect is not ideal. Therefore, the new curriculum design is very important. Meaningful and interesting lead-in can immediately attract students' attention, arouse students' curiosity, and seize students' curiosity, so as to mobilize students' initiative and enthusiasm in learning and make them naturally enter the best learning state. Teaching mathematics knowledge in game activities, students are playing middle school and learning, and students learn interesting, relaxed, active and profound. Students' thoughts have been well exchanged, their experiences have been well enriched and their thinking has been greatly expanded. Such math classes will gradually build students' interest in mathematics.
Second, let students experience successful mathematics.
The theory of successful education tells us that success in learning can meet the needs of self-improvement in students' achievement motivation, enhance students' self-confidence, give students a sense of accomplishment, generate a powerful new internal driving force, and bring interest and motivation to learning. Therefore, teachers should pay attention to encouraging students to try, explore and experience success, admit students' individual differences, teach students in accordance with their aptitude, be good at discovering and encouraging every student to make progress, and let everyone have a chance to succeed and experience different degrees of satisfaction and accomplishment.
Third, let students experience success in diversified evaluation.
"New Curriculum Standard" points out: "We should not only pay attention to the results of students' learning, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to their emotions and attitudes in mathematics activities. " This requires that our teachers' evaluation of students should be comprehensive and diversified, and more encouraging comments should be used; We should be more tolerant and less accusatory and allow students to make mistakes. We must clearly realize that each student's foundation is different and the process of learning mathematics will be different. If we use the same standards to measure and evaluate students' learning, it will inevitably create many losers. Therefore, the evaluation should be different from person to person, instead of using the same ruler, we should pay attention to evaluating the individual's progress on the original basis and help students build up confidence in learning mathematics well.
People often say that "interest is the best teacher." As long as we always put students first, strive to enrich ourselves and let students love and enjoy learning, we will certainly make progress in teaching.