Reflections on the New Curriculum Reform of Primary School Mathematics (I)
With the advancement and deepening of curriculum reform, our majority of mathematics teachers, like teachers in other disciplines, have been subjected to many shocks and baptisms along the way in the wave of curriculum reform. During this period, we have both successful experiences and many problems. In recent years, great changes have taken place in teachers' view of knowledge and quality, from the original emphasis on imparting knowledge to the development of students' attitude, emotion, personality and ability, from excessive pursuit of discipline rigor to mathematics education; From paying attention to students' learning achievements to paying attention to students' active learning, practical exploration and communication. Teacher-student interaction, harmony, and the relationship between teaching and learning are gradually formed. Students have basically formed an inquiry-based learning style and cultivated the spirit of independent thinking and courage to explore. In the process of learning, students not only learn to think and explore independently, but also learn how to cooperate and communicate with others, and also learn to evaluate, question and reflect; Cultivate the application consciousness and practical ability, and give full play to creativity. At the same time, there are some problems in the mathematics classroom under the new curriculum reform. These are all worthy of our deep reflection. Let's talk about the gains and confusion brought by the curriculum reform in detail.
First, the gains of curriculum reform.
(A) the overall improvement of teachers' quality
Teachers are organizers, promoters and developers of curriculum implementation. A certain intensity and density of teaching and research activities in curriculum reform research have brought pressure to teachers, but also promoted and promoted their growth. A teacher wrote in the postscript: "Their imagination and active thinking surprised me very much. Many times I learn from them wholeheartedly, so the praise and praise for the children are from the heart and full of passion. It is this emotion that gives children enthusiasm and happiness in learning. I often have the feeling that I grew up with students. "
In the traditional sense, a teacher is just a technician, or a craftsman, who only uses the schemes designed by others to achieve the goals designed by others. In teaching activities, teachers are more passive executors than active designers and practitioners, and it is more difficult to become conscious researchers of teaching problems. In the course reform and the constant collision of old and new ideas, our primary school math teachers have embarked on the journey of "thinking about problems and designing actions". One by one, the problems and demands have stimulated the teachers' participation consciousness of "I want to learn, I want to change and I want to do". Writing teaching notes and teaching cases can effectively promote teachers to constantly reflect on their teaching behavior. Teachers can make three self-assessments after class: self-assessment of teaching plans, self-assessment of classroom teaching scenarios and self-assessment of student activity design. According to the three self-assessments, teachers can write teaching notes, find their own shortcomings in time and take remedial measures to correct their teaching behavior. In the process of compiling teaching cases, teachers consciously learn new ideas, which not only significantly improves their theoretical level, but also increases their rational thinking in classroom teaching, and can creatively use teaching materials, which truly embodies the idea of teaching students with teaching materials instead of teaching students with teaching materials. The experiment of new curriculum promotes the growth of teachers, provides development space for teachers' personalized teaching, improves teachers' quality, and makes us become researchers and designers from ordinary teachers.
(B) to promote the all-round development of students
Everything that mathematics teachers pay for implementing the curriculum in the curriculum reform is to enable students to learn valuable mathematics, acquire necessary mathematics and develop mathematics as fully as possible.
1, like learning, love learning, and have a strong interest. "Designing interesting learning materials and activity situations for children to stimulate students' strong interest and motivation in learning mathematics" is one of the most remarkable characteristics of experimental textbooks compared with previous textbooks. Teachers attach importance to creating lively learning situations and students' active mathematics activities to stimulate students' interest in learning mathematics and arouse their enthusiasm. Exquisite teaching AIDS and learning tools, vivid pictures, story-telling, riddle-guessing, group answering and group competition, let children study happily and devote themselves wholeheartedly, so that students can gain mathematical knowledge, skills and thinking methods while gaining positive, lively and happy emotional experience, and show and cultivate their various talents. They think learning math is fun and interesting.
2. Be good at asking questions and solving problems. Cultivating students' ability to solve problems is an important part of teaching objectives. The new textbook provides abundant resources to promote students to study mathematics more actively. Interesting, realistic and challenging problem situations stimulate students' desire to explore. In class, students often interrupt the teacher and stand up and say, "Teacher, I have different ideas on this question." "Teacher, I have questions to ask." "Teacher, I can add two more points ..." The answer is not unique, the solution is optimized, the students' ideas are gradually broadened, and the innovations to solve problems are constantly emerging. Mathematics classroom often becomes a scene for students to "answer and distinguish". Students' rich imagination, active thinking, thinking about high-value problems, flexible problem-solving methods and reasonable answers to practical problems all impress us with the ability and potential of today's children.
3. I feel that there is mathematics everywhere in my life. "Make students feel the close connection between mathematics and life" and "be able to use life experience to explain relevant digital information and initially learn to describe simple phenomena in the real world with specific numbers" is one of the teaching objectives stipulated in the curriculum standards. Many mathematical materials closely related to students' real life are compiled in the new textbook. Scenes designed in various fields, such as number and algebra, spatial graphics, statistics and probability, practice and comprehensive application, are all things that students often encounter. Math teachers combine students' life experience and knowledge background, so that students can find their own mathematics in themselves, in the classroom, at home, on campus and in the street.
4. Learn to cooperate with others to learn and gain successful experience. "Learning to cooperate with others, and being able to communicate the process and results of thinking with others" is one of the goals of curriculum standards. In the curriculum reform, teachers follow the principle that teachers must not speak what students can understand, and students must discuss the problems that students can solve through group research, so that students can change passive acceptance of knowledge learning into active exploration, and then gradually learn to learn to learn. Teaching design pays attention to people's development, children's multi-directional communication in obtaining information, excavates good materials in teaching materials, provides maximum time and space for cooperative learning, and cultivates students' cooperative consciousness and team spirit. Many students gradually learn how to express their views effectively, listen carefully to others' opinions and absorb the experience of their peers, thus forming a good style of study of unity, cooperation, mutual respect and mutual help. In cooperative learning, the competition mechanism should be introduced appropriately, and the cooperation and collaboration of members in the group should be encouraged by means of group competition. Emphasize collective honor, unify cooperation and competition, and give incentive evaluation as much as possible so that every student can get a successful experience.
Second, the problem and thinking
1. The new textbook pays attention to the contradiction between the diversity of problem-solving strategies and the lack of solid knowledge of individual students in teaching. The information presented in the new textbook is diverse and selective, and the problem-solving strategies are diverse, emphasizing multi-level, multi-angle and comprehensive thinking, and the answer is not unique but open. This greatly activates students' thinking and inspires them to find their own learning methods. In teaching practice, teachers find that students with strong thinking ability can master many methods to solve problems in classroom learning, but they may not master one method for students with learning difficulties. Over time, there has been a phenomenon of two-level differentiation.
2. The new textbook attaches importance to cultivating students' estimation ability and diversification of problem-solving strategies, but the practice of pure calculation problems is relatively small, which leads to problems such as slow speed, easy mistakes and weak calculation ability.
3. Some contents in the new textbook are difficult to arrange and span, which is beyond children's cognitive law. For example, the second book, Estimation, Measurement and Metrics, is very abstract and requires a lot of students. For example, the understanding of yuan, jiao and fen, the 24-hour timing method is difficult for students and difficult to master in class.
4. The teaching class is large, and there are still many problems in effective group cooperative learning. Students should be given time and space to explore, but if the limited 40 minutes leave enough time for students to cooperate and discuss, and it conflicts with the progress of the class, how to grasp the degree of "time"?
Curriculum reform is being carried out in experimental areas at all levels in China, and we will continue to strive for success.
Reflections on the New Curriculum Reform of Primary Mathematics (Ⅱ)
The real ability of teachers lies not in imparting knowledge, but in stimulating students' interest in learning and arousing their desire for knowledge, so that students can participate in the whole teaching process with interest and acquire knowledge through their own thinking activities and hands-on operations. A very important aspect of the new round of curriculum reform is to change students' learning status. As far as learning mathematics is concerned, once students "learn" and enjoy the success of teaching activities, they will strengthen their interest in learning and thus enjoy mathematics better.
After several years of practice in mathematics curriculum reform, I really understand the intrinsic value of mathematics. Only by changing teaching concept and teaching behavior and correctly handling the relationship between knowledge and skills, process and method, emotional attitude and values can we appreciate the value of mathematics. Only by attaching importance to the course content and students' life experience and connecting with real life can we appreciate the fun of learning mathematics; Only when teaching resources are based on students' life practice, and students feel that mathematics is life and mathematics is around, can the educational concept be sublimated and students feel the happiness of mathematics learning. Combined with the teaching practice of participating in the reform of primary school mathematics curriculum in recent years, it is summarized as follows:
First, the change of students' roles and autonomous learning.
Autonomous learning has several characteristics. For pupils, the most important thing is the learning process. Students can start with the learning content and adhere to two principles in teaching, that is, students speak for themselves and teachers do not guide them; Students can teach themselves, but teachers don't teach them. In class, the teacher gives the students the methods and then lets them learn by themselves. For example, in the calculation of multiplication and division in senior two, students are familiar with meaningful practical problems and ask mathematical questions. Then organize students to actively explore ways to solve problems in their own way and experience, and organize them to communicate with each other to find algorithms. Then similar math problems appear, let the students solve them in their own way, talk about their own views and make their own explanations, and then the teacher will give guidance. In this way, teachers change from the role of imparting knowledge to the guide and organizer of classroom teaching, and students become the masters of learning. In this learning process, students have a sense of accomplishment and self-confidence, which in turn encourages them to devote themselves to the new learning life.
Second, the teacher's role changes, becoming a guide and organizer.
In the past, math teachers always gave people a dull and stuffy image, because they always gave students endless exercises and monotonous formulas and theorems. The teacher's job was just to copy lesson plans, attend classes and correct homework. It is mentioned in the new curriculum that teachers should be organizers, promoters and developers of curriculum implementation. Primary school math teachers broaden their horizons, dig deep into teaching materials, and at the same time, deepen their perspectives into colorful real life. For example, in the teaching of "knowing clocks and watches" in the second grade, many teachers are not satisfied with simply teaching the contents of textbooks. Some teachers let students collect all kinds of clocks and watches in life to enrich their understanding of clocks and watches; Some teachers lead students to make their own simple clocks and watches, so that students can truly perceive the concept of "hour, minute and second"; Some teachers extend the knowledge of clocks and watches, cherish time and educate students' thoughts and habits. In addition to improving the teaching form, math teachers are constantly trying to improve the relationship with students. In the past, the mathematics teacher taught authority and instilled theorems and formulas into students' minds. The new curriculum emphasizes that teachers should be transformed into guides and collaborators of students' learning. Teachers guide students to explore the laws of mathematics and have an equal dialogue with students in group discussion. For example, in the teaching of "Equation" in the fourth and fifth grades, teachers no longer simply tell students the steps of solving equations mechanically, but let students have a demand for the knowledge of equations from reality, and then let students use what they have learned to try to solve equations independently. Through this series of reforms, the mathematics that students learn is no longer mechanically boring, but useful mathematics and interesting numbers.
Three, the development and utilization of educational resources, creative use of teaching materials
Teaching is an activity in which teachers and students actively interact, develop together and communicate with each other. But the teaching materials only provide us with attitude teaching materials, not the only curriculum resources. Therefore, not all the materials provided by a set of textbooks are suitable for every student. Therefore, teachers should "make good use of" teaching materials, not "teach well" in classroom teaching. In the process of designing teaching, we should use teaching materials flexibly, and develop and utilize all curriculum resources inside and outside the school that are beneficial to teaching activities.
The basic idea of modern education is "student-oriented development", which should not only face the whole people, but also respect differences. As a teacher, to promote students' all-round development, we must respect personality, not across the board. It is necessary to create a kind of mathematics education to promote the rapid development of every student. Algorithm diversification is put forward to overcome the disadvantages of single algorithm in previous computing teaching. For example, one topic only requires written calculation, and another topic only requires oral calculation. Even oral arithmetic often has only one idea (of course, students have other ideas), so it is easy to ignore individual differences and inhibit students' creativity. Moreover, many problems can have multiple algorithms.
It should be clear that there is a difference between "algorithm diversification" and "multiple solutions to one question". "Multiple solutions to one question" is aimed at individuals, especially students with above average level. When encountering the same problem, they can have a variety of ideas and solutions to develop the flexibility of students' thinking. And "diversity" is group-oriented. Everyone can use the algorithm that he likes or understands best, and learn or change his original algorithm through communication and evaluation under the condition of diversified groups. Therefore, students should not and cannot be asked to say several algorithms for the same problem in teaching, otherwise it will only increase the unnecessary burden on students.
Along with the curriculum reform, I know there is a long way to go, but the reform has aroused our deep thinking, transformed us, brought new vitality to the classroom and led me into a new world. In a word, in math class, I should arouse students' subjective consciousness, cultivate students' subjective ability, create a free and democratic atmosphere for students as much as possible, increase the time and space for students to develop their ideas and methods as much as possible, and let students fully express their thoughts, feelings, opinions and desires, and maximize their potential.
Reflections on the New Curriculum Reform of Primary Mathematics (Ⅲ)
As a basic form of teaching, classroom teaching is the main position of school teaching at present and in the future, and the goal of mathematics teaching must be completed in the classroom. The new curriculum standard requires that in classroom teaching, the silence in the past should be changed into speaking freely, the stillness into free activities, and the indoctrination teaching into independent inquiry. We should not only teach children knowledge, but also teach them how to master it. This has not been well implemented in our classroom, which reflects a thought-provoking question-how to improve the effectiveness of mathematics classroom teaching, create an efficient classroom suitable for ourselves, and make mathematics classroom full of vitality?
First, to improve the efficiency of primary school mathematics classroom teaching, in-depth interpretation of teaching materials is the foundation.
Primary school mathematics is a multi-level and multi-faceted knowledge system. Curriculum reform has brought earth-shaking changes to primary school mathematics textbooks. Textbooks are the main media for teachers and students to carry out teaching activities, and interpreting textbooks has become the basis for improving the efficiency of mathematics classroom teaching in primary schools. Interpreting textbooks means learning textbooks effectively and grasping the connotation of textbooks to ensure the efficient development of teaching activities. Personally, I think that to understand the textbook, we must first grasp the textbook as a whole, know what knowledge to give students this school year, and know the relationship between each knowledge point and the previous knowledge points. At the same time, we should understand the intention of the textbook. Textbooks are dead and people are alive. The new curriculum standard requires teachers to replace teaching with teaching materials. Teachers can't think that the reproduction of teaching materials is the completion of teaching tasks, but must be recreated through reprocessing, so that the teaching materials are "freshly baked", and the teaching of knowledge is accompanied by the process of cultivating attitudes and abilities to a greater extent.
Second, use fast-paced classroom teaching to guide students' active participation consciousness.
I believe that when a person is slowly waiting in line for something he is interested in, his psychological feelings can only be described as "anxiety, boredom and depression". In our teaching, due to the psychological influence of "I hope students can master what they have learned as soon as possible", teachers are often more willing to chew up knowledge and feed it to students, expecting students to feel the joy of acquiring knowledge, so they always nag when they break through difficulties, and are always willing to wait for the slowest students to finish the questions in practice, even if they slow down the pace of class, which is euphemistically called "student-oriented", but they don't know that this is the crux of killing students' enthusiasm for learning. Research by the Institute of Inspiration Strategy shows that students usually participate more fully when teachers explain the teaching content in a fast-paced way throughout the class.
In our class, we should keep a certain degree of student participation in a fast-paced way. When we feel that students' participation is declining, their learning vitality is weakening, and their attention is shifting, we should push the course down as soon as possible, so that students can feel that the classroom is moving forward, and they always feel that there are things to do and problems to think about. Teachers' explanations, questions' explanations and students' exercises, answers and writing will change as long as about half of the students understand and complete them. Even for students who are relatively slow to respond, we can't slow down to adapt to them, but use the power of hope and the enthusiasm of our peers to motivate them to catch up with the pace of teaching.
Third, improving the efficiency of primary school mathematics classroom teaching and establishing a harmonious relationship between teachers and students are the guarantee.
Teachers, preach, teach and dispel doubts. As we all know, only by "learning from its teachers" can we "believe in its way". Which teacher children like will be more beneficial to the teacher's class. Modern educators believe that students will actively explore knowledge on the basis of democracy, equality and friendly cooperation between teachers and students. Therefore, a harmonious relationship between teachers and students can not only improve the efficiency of classroom teaching, but also make students grow up physically and mentally.
1. Preparing lessons begins with knowing the students.
Preparing lessons from understanding students is conducive to the infiltration of mathematical thinking methods, the creative use of teaching materials, the creation of a good teaching environment and the effective solution of teaching difficulties.
Learning is not a process in which students passively accept information, but in their own original knowledge.
Knowledge assimilation and adaptation process based on knowledge. Finding out students before teaching and constructing and reorganizing knowledge structure according to their original knowledge system can make teaching get twice the result with half the effort. If you want to know students better, you must establish an interactive relationship with them. Through the author's practice, the effect of students' conversation in extracurricular activities is better. Because students think that the teacher is chatting with him, they are relaxed, easy to speak freely, and can get the answers the teacher wants smoothly. If you have reservations about your child's performance at school, it must be naked and open at home. Therefore, home visits can help teachers understand students more completely and establish friendly relations among teachers, children and parents.
2. Cultivate good listening habits
Listening to this behavior is to make learning the most important behavior of learning. Students who are good at learning are usually good at listening.
To achieve efficient classroom, we must first turn "lively speaking classroom" into "listening classroom". Only in the "listening class" can all kinds of thoughts and emotions communicate with each other through words, otherwise communication is impossible. Therefore, we should guide students to listen carefully and appreciate every student's voice before speaking. Don't listen to the content of students' speeches, but listen to the feelings and thoughts contained in their speeches, which is with their soul mates.
Listening to students' speeches is like playing baseball and pitching with students. Accurately catch the ball thrown by the students. Even if the student who threw the ball didn't say anything to you, he was in a happy mood. As a teacher, you should be good at catching every kind of ball thrown by students, especially the ball that students throw badly or miss, which is also the best performance of teachers' own professional quality and ability to control the classroom.
3. Pay attention to students' learning status in the classroom.
Traditional teaching pays attention to the results of students' learning. Modern teaching pays attention not only to the results of students' learning, but also to the process of students' learning. In the process of organizing classroom teaching, we should always pay attention to students' learning situation and capture their eyes, expressions and movements. What students think, say, explore and experience in class becomes the focus of classroom evaluation. When students' thinking is not straightened out and they make mistakes, the teacher should give hints, don't criticize immediately, and don't rush to say the answer. Leave them a broad space for thinking, and let the children find and solve their own problems, which shows that students are the masters of learning.
In short, improving the efficiency of primary school mathematics classroom teaching should be an organic whole of in-depth interpretation of teaching materials, optimization of teaching process and establishment of harmonious teacher-student relationship. There are still many aspects to be studied to improve the efficiency of mathematics classroom teaching, but the most crucial thing is the teacher. Teachers' basic quality and teaching level are directly related to the improvement of classroom teaching efficiency. As a front-line math teacher, we should constantly update our educational concepts, improve our professional level, be brave in practice and innovation, and do a good job in every math class for students' lifelong development.
Reflections on the new curriculum reform of primary school mathematics;
★ Reflections on the New Curriculum Reform of Primary School Mathematics
★ Reflections on the Reform of Mathematics Curriculum in Primary Schools
★ Reflections on the Reform of Mathematics Curriculum in Primary Schools
★ Three Thoughts on Mathematics Classroom in Primary Schools
★ Reflection on primary school mathematics training
★ Three teaching experiences in the new mathematics curriculum reform
★ Experience of elementary school mathematics curriculum reform education
★ Reflection on Mathematics Teaching in Primary Schools
★ Reflection on the teaching of primary school mathematics teachers
★ Teaching experience of three new curriculum reforms