2. It is the need of students' own learning and development. Creating teaching situation can not only make students master mathematics knowledge and skills easily, but also make students better experience the emotions in the teaching content and make the original boring and abstract mathematics knowledge lively and interesting. Therefore, creating vivid and interesting situations is the basic support for the emergence and maintenance of mathematics teaching activities; It is the starting point and motivation for students to explore mathematics knowledge independently; It is an effective means to improve students' mathematics learning ability.
3. It is the need to change the present situation of mathematics teaching and the professional growth of teachers. In the current primary school mathematics teaching, situational teaching has attracted extensive attention. A good teaching situation can communicate the hearts of teachers and students, fully mobilize students' existing experience, and make them actively participate in learning activities driven by interest. But unfortunately, there is a big gap between the "behavior status quo" and the "ideal realm" created by the current mathematics classroom situation. For example, the setting of teachers' teaching situation is too gorgeous, "situation" has become the highlight of beauty, and the classroom lacks mathematical thinking content; The setting of the situation is too far-fetched, and some math teachers rack their brains to find the life prototype of math knowledge, so some situation designs are far-fetched and even affect students' learning of math knowledge; The application of situational maps lacks methods, and a large number of situational maps appear in new textbooks. The mathematical information presented in the chart is usually disorganized and lacks coherence. How to make students organize these messy mathematical information, and how to make effective use of these situation diagrams, so that teachers are at a loss. It can be seen that how to create an effective teaching situation and promote students' active learning is an urgent task to be explored.
Second, the research measures:
1, leaders attach importance to it and take effective measures. The leaders of the research group attached great importance to it. Teacher Luo Shanbiao of Yichang Teaching and Research Center personally guided the research activities of this topic and listened to the reports of this topic for many times. Teacher Mei, a mathematical researcher in Xiling District, took the lead and personally presided over the research of this topic; The principal and vice-principal of the school also personally participated in the research activities of this topic. The school ensures the availability of research funds, research time and experimental teachers, and also actively undertakes regional research activities on this topic, and has established some incentive mechanisms in the school, such as: establishing research funds to reward experimental teachers who have achieved results in experiments; Take a series of effective measures to favor experimental teachers, such as reducing the workload of some experimental teachers, giving priority to studying abroad, participating in teaching and research activities organized by teaching and research departments at all levels, giving priority to job promotion, evaluation and promotion, etc.
2, strengthen learning, improve the level. Project members study quietly, savor the taste of the book and study the connotation of education. Focus on expanding horizons, learn from others' strengths, expand knowledge, accumulate "small streams" into "rivers and seas", and constantly accumulate and expand the educational and cultural horizons of project members and increase details. We adopted a flexible reading form, combining self-study, centralized counseling and the guidance of district teachers and researchers. During the research process, project members combined their own educational and teaching practice, wrote their own understanding and feelings about the new curriculum, and at the same time studied online around the research theme. The school also regularly invites scholars and experts to give lectures, introducing the trends of education reform, broadening teachers' horizons and broadening their knowledge, which has gained good theoretical support for the research of the subject. An interactive reflection salon dialogue was established. Every project member came to the salon as a researcher with feelings, confusion and questions. Here, you can freely exchange and collide with your own thoughts, and find more profound and wonderful views in the exchange and collision, so as to establish a higher level of knowledge and promote the research of the subject. Classroom practice pays attention to: ① preparing lessons collectively before class-excavating the connotation of teaching materials. Prepare teaching materials-grasp the key and difficult points of teaching materials; Prepare students-think about how to teach learning methods from students' learning; The teacher prepares himself and thinks about the amount of relevant knowledge. (2) Harmonious classroom teaching-showing the classroom of heaven and earth. In classroom practice, project members fully realize that only when classroom practice pays attention to "treating the whole world as a course", that is, paying attention to children, their experiences and hobbies, and combining the course content with life, can we experience the richness of the classroom and reflect the "revitalizing the classroom" proposed by Ye Lan. (3) Reflective teaching after class-facing the shortcomings in the classroom. After each teaching practice, we always organize project members to make a reflective evaluation. First, members exchange reflective evaluations, and then invite experienced experts and leaders to make concluding evaluations. There are "similar and heterogeneous" case reflections and research reflections on key issues of the project. When the project members reflect on the evaluation, they affirmed the advantages and pointed out the shortcomings. Many pertinent opinions are constantly emerging in reflection and evaluation, which promotes a virtuous circle of project practice.
3. The project activities are colorful. In the course of more than three years of experimental research, our research group has held five on-the-spot meetings with the leaders and teachers of the education bureaus in the whole city and the whole region. Organize and carry out competitions on papers and teaching plans related to experimental teachers; Organized and carried out the activities of collecting experimental teachers' situational use and creating situational cases. Organize students to carry out math diary competition, mathematical tabloid exhibition and other disciplinary activities.
Third, the analysis of the research results:
The research goal of this topic is: through the study of the teaching situation in the textbook, to provide successful experience and concrete methods with practical operation value for how to effectively apply the topic map and situation map in the exercises. Through more than three years of solid research, the research group has explored some methods in the application and creation of mathematical situations in primary schools and achieved some results:
(A) the correct and effective use of the theme scene diagram in the textbook
The content and form presented in the new textbook are novel. Compared with the original textbook, one of its greatest features is the design of a large number of lively theme maps. These theme maps are colorful and interesting, which are in line with the age characteristics of students, can stimulate students' interest in learning, attract students to take the initiative to observe, and provide rich resources for our teachers' teaching design. So, how can we make rational use of the topic map situation? There are the following strategies:
1, deeply understand the connotation, understand the significance of the theme map situation, and grasp the teaching objectives.
The theme map is rich in content and profound in meaning, which embodies many editors' understanding of education, teaching and mathematics. Therefore, it is the premise of making good use of the theme map to study the theme map deeply and grasp its meaning. The teaching of "thematic map" should highlight the characteristics of mathematics and fully tap the teaching resources in "thematic map" that are conducive to achieving three-dimensional goals. Only on the basis of understanding the picture and meaning can we create vivid theme situations and organize effective theme activities, and the classroom will be effective and wonderful.
For example, the standard mathematics experiment textbook of compulsory education curriculum published by People's Education Press, the second volume of the first grade, The Combination of Graphics. At first glance, the theme map shows the steps of making a windmill in a manual book, but it is not difficult to find that every link in the theme map display is a process of graphic transformation, that is, the transformation process of "rectangle → square → triangle → circle". After understanding this profound meaning, our teaching is organized as follows: before class, let students make windmills at home and ask them to pay attention to what changes have taken place in their graphics during the process of making windmills; In class, students describe and teachers demonstrate. When describing, students should be guided to explain from the perspective of graphic transformation. For example, with a rectangular piece of paper, the two sides of a corner are folded into two triangles, and the extra rectangular part is cut off, and it becomes a square. Because the change of the circle is hidden, students can play with their own windmills before class, guide them to observe the movement track of the windmill rotation, and then sum up that various graphics can be transformed into each other. This kind of teaching conforms to the profound meaning of the theme, and learning to observe, think and master knowledge in activities is the real teaching goal. Only by deeply understanding and correctly grasping the intention of "theme map" can we effectively organize teaching and improve classroom teaching effect.
2. Fully explore the mathematical problems contained in the theme map situation, and cultivate students' awareness of learning and using mathematics.
The textbook designs a theme situation that is closely related to students' life and full of children's interest in the way of theme map, which stimulates students' strong interest and motivation in learning. These situations are diverse and rich in content, which fully embodies the value of mathematics learning and provides rich teaching resources for students' learning. However, the primary school students who just entered the school are still very naive. They tend to focus on what they are interested in and ignore the mathematical information in the scene. Therefore, teachers must pay attention to grasp the mathematical values in the theme map when using it.