First, the current situation of primary school mathematics teaching objectives.
As we all know, the teaching goal is the direction of classroom teaching, the starting point and the end point. Only when the teaching objectives are clear can the teaching activities be optimized according to the teaching objectives. But in the actual teaching process, I found that there is always a distance between ideas and behaviors. Mainly manifested in:
1. Blind plagiarism-ignoring the role of teaching objectives
Some teachers are familiar with the knowledge points in the old textbooks and think it doesn't matter whether the teaching objectives are there or not. In actual school teaching, because the teaching objectives are required to be displayed in the teaching plan by the administrative department of education, most teachers often do not pay attention to the design of teaching objectives, thinking that they only need to copy the objectives from reference books. Because of ignoring the role of teaching objectives, some teachers only regard the objectives as a format when preparing lessons. Facts have proved that it is not only important but also necessary to correctly grasp the teaching objectives. Teaching objectives are like "goals" and teaching is like "arrows". How can it be effective without aiming? In some classes, teachers don't know what they are doing and where they are going because they don't set teaching goals. The teacher is not clear about such a class, so what is the teaching effect?
In today's pursuit of effective teaching, teachers must have a well-designed teaching goal. You can do it well if you have a plan.
2. Making at will-lack of proper hierarchy.
In teaching, we can easily find that many teachers attach importance to the smoothness and novelty of teaching process, the optimization and integrity of teaching structure, the openness and innovation of teaching methods, but ignore the formulation of teaching objectives. Sometimes it is natural to write a little nonsense, without a certain level; Some ignore the characteristics of the teaching content itself and impose all the goals on each class; Others think that it is a dispensable lesson preparation link, which embodies greater randomness.
3. Blindly seeking novelty and perfection-misinterpreting the original intention of teaching objectives.
Many teachers, when making teaching objectives, have a lot of embarrassment due to the lack of in-depth analysis of teaching objectives and blind pursuit of novelty and perfection.
Case 1: A teacher set the following goals when teaching statistics in the second class.
At first glance, the teacher's goal orientation is correct, and there are goals to describe learning methods and emotional attitudes. Teachers have new ideas and are more thoughtful than faculty members. However, after careful study, students will be exposed to relevant statistical knowledge in the next school year according to the arrangement of teaching materials. As Class Two students studying statistics for the first time, they have no idea how much they need to learn. The author found that the goal of the trial lecture has included all the goals of this unit, even exceeding the unit goal, and he has great intention to gather wonderful lessons together. It is impossible to accomplish so many teaching goals in such a short class. No wonder you can always see students' puzzled eyes in class, and you can always see the scene where teachers speak and think on behalf of students because they are eager for success. This kind of classroom teaching, which ignores the characteristics of the teaching content itself and stiffly imposes all the goals on each class, makes people overwhelmed.
Second, the strategy of primary school mathematics teaching objectives.
The existence of the above three problems has affected the realization of teaching effect to some extent. So, how to effectively set teaching objectives? How to make teaching get twice the result with half the effort? In the actual teaching, I explored the following strategies.
1. scientific orientation-highlighting the function of teaching objectives
It is very important to correctly understand the importance of teaching objectives and scientifically analyze them. Teaching objectives include knowledge and skills, mathematical thinking, problem solving and emotional attitude. They are a closely related organic whole. In the formulation of goals, we should accurately locate them, proceed from the most fundamental difficulties, and pay attention to both development goals and basic goals.
Case 2: When teaching "Know a Decimal", I set the teaching goal like this.
(1) has a preliminary understanding of decimals, knows the meaning of one decimal, and can read and write one decimal.
(2) Being able to think independently and solve problems in cooperation with others in learning, being able to explain one's views in an orderly way and exchange one's thinking process, thus cultivating the ability of independent learning and cooperative learning.
(3) Let students experience the process of abstracting decimals from real life, observe, think, communicate, analogize, induce, guess and other mathematical activities, learn to use mathematical thinking methods and decimal related knowledge to solve some simple practical problems, develop reasoning ability, and cultivate students' practical ability and innovative consciousness.
(4) Initially learn to connect knowledge with real life, further experience the significance and great application value of mathematics, actively participate in mathematics learning activities, feel the exploration and creativity of mathematics learning activities, and cultivate students' feelings of loving mathematics and life.
The understanding of teaching objectives in the above cases is relatively in place, and the setting of teaching objectives is relatively comprehensive. For example, knowledge and skills are targeted at targets 1 and 2, mathematical thinking ability is targeted at target 3, and emotion is targeted at target 4. In my opinion, only when we have a correct understanding of the goals themselves and truly realize the value and significance of these goals to the quality of life of students can we hope to implement the developmental goals. Under the guidance of such a goal, teachers' teaching consciousness and teaching behavior will inevitably converge.
2. Overall Excellence-the essence of teaching objectives.
The teaching goal of design course is not "wonderful and moving", but practical. The time of a class is limited, so we should also focus on setting goals and let students study in depth. If you want to cover everything, you must pass by like a dragonfly, leaving no trace in students' hearts. Instead, you are in a hurry, and none of them are in place. How to grasp this trade-off is exactly what teachers need to study. Therefore, the classroom objectives should be properly concentrated, willing to be wonderful, and guide students to experience the real excitement in depth.
Let's read the teaching objectives of statistics in the second class as above.
It is not difficult to find that after in-depth study, the revised goals are appropriately condensed, and the achievement of cognitive goals is the carrier, and the development goals are taken into account at the appropriate time, which causes students' cognitive conflicts and leaves students with room for further thinking. This kind of teaching goal is comprehensive and centralized, which truly embodies the essence of teaching goal. Therefore, under the guidance of such a goal, the course will certainly receive the expected results.
3. Leave room-enhance the value of teaching objectives
The formulation of teaching objectives should be based on the initial level of teaching objects and choose different levels of requirements. In the default, teachers should determine the classroom teaching objectives through pre-class investigation, analysis and observation. Class goals with a higher starting point can be moderately improved. Therefore, teachers should pay attention to all students when setting teaching goals, leaving some flexible space, such as setting basic goals, improving goals and experiencing goals, so that students at different levels can master basic knowledge and improve at different levels.
Case 3: Teaching fragments and goal setting of translation.
Practical development
Teacher: This blue circle is also translated by the red circle. Do you know how to translate?
Health 1: first translate two squares to the right, and then translate two squares down.
Health 2: Down first, then right.
Health 3: Oblique movement.
Teacher: It seems that there are many secrets of translation, and students can solve them in different ways. We translated a circle just now. Who are we translating now (showing the pattern of four circles translated together)? How about this pattern?
Then the teacher plays some translated patterns with multimedia for students to enjoy together. This also shows that many beautiful patterns can be created through translation.
Class generation in the clip has exceeded the pre-class preset level. The textbook of this lesson only requires horizontal or vertical translation of simple graphics, and the teacher appropriately broadens the teaching objectives after studying the students' learning level. In practice, a circular translation will naturally produce "oblique translation", "two translations", "complete translation" and "single translation", which will open students' thinking and arouse their enthusiasm for learning. Finally, let students appreciate the patterns formed by translation, and let them experience and feel the mathematical beauty of graphic transformation.
In a word, teaching goal is the direction of teaching, the core of teaching design, implementation and evaluation, and the guarantee of improving teaching efficiency. What kind of goal determines what kind of classroom. I firmly believe that with the deepening of the new curriculum reform, teachers can better understand and dig deep into the connotation of goals, and draw up "comprehensive, accurate and practical" teaching goals, so that teaching goals can truly become the yardstick of teaching and truly serve the development of students!