After the teaching of the new textbook, I really understand the importance of teachers studying the textbook hard, because the new textbook leaves too much teaching space for teachers. If you don't carefully study the teaching reference and teaching materials, don't know the importance of each knowledge point in the whole primary school stage and even the subsequent learning, don't know the relationship and interaction between each knowledge point, and the teaching goal is inaccurate, the teaching steps will be deep or shallow, leaving many sequelae for your own teaching; Secondly, after more than three years of teaching, I really understand that "curriculum standard is the source and teaching materials are the flow" and gradually have the ability to use teaching materials creatively. It should be said that no expert or teacher can say that his own ideas and teaching methods are absolutely correct and good, but they are constantly revised and improved in teaching practice in order to gain the knowledge of educators. The subject of education is students. Due to the differences in family environment and geographical location, students' cognitive ability and life experience are objectively different. It is undeniable that it directly affects students' learning and teachers' teaching, just as rural students don't even know cartoon animals in math books. This is a fact. This requires teachers to study curriculum standards, grasp what teaching objectives should be achieved in the fields of number and operation, space and graphics, statistics and probability, and problem solving in primary schools, creatively use teaching materials, skillfully select materials, reasonably set the content of teaching activities, and use effective teaching methods and learning methods according to the actual situation of students.
Since I entered the new textbook teaching, I have been guiding my teaching with the new curriculum concept, and constantly changing my teaching methods and students' learning methods to the direction advocated by the new curriculum concept. At the same time, I am hesitant and worried. However, after several years of practice, students have shown a gratifying look in mathematics learning. 1, students have a strong interest in learning mathematics. Because the learning activities I organized for them were rich and interesting, the learning content was useful, and the questions I explored were challenging, which made them gain a successful experience and feel the value of mathematics learning. In addition, I leave students little homework (but it is very practical), so students naturally learn easily and happily. 2. The learning quality of most students to think and solve problems independently has gradually formed. I am used to letting students "try first, and then guide them to solve their doubts" to cultivate students' independent thinking ability. 3. All students have developed a good habit of cooperation and communication with their peers, and their oral expression ability in mathematics has developed healthily. My pet phrase is "this problem is very difficult, so I might as well work it out with my companion Qi Xin." "Tell your thoughts to the children at the same table" makes ordinary students have the consciousness of cooperation with others, and can boldly exchange their thoughts with others in class or after class. 4. Students' thinking is active and open. Because of the diversity of algorithms and problem-solving strategies in the teaching of new textbooks, students' mathematical thinking is obviously active and open. 5. Students' learning ability of drawing inferences from others is gradually formed. In teaching, every time a student finishes learning a certain knowledge point, let it be used as an example, or often say, "What mathematical knowledge can this number, formula, information, formula, figure and so on remind you of?" Inspire students to rethink the presented knowledge, and then form the ability to connect related knowledge in series, and gradually cultivate students' learning ability to draw inferences from others.
After more than three years of teaching practice in new textbooks, I gradually grew up, and the students I taught also showed a gratifying look. However, there are still some teaching regrets: 1, some students have slow calculation speed and low accuracy. In teaching, students are always given more time for independent exploration, cooperation and communication in class, and less time for writing exercises, which excuses students' problems in calculation, but students are not encouraged to practice after class (and they are worried about the heavy learning burden of students). In fact, it is not difficult to cultivate students' habit of practicing several calculation problems every day from the first grade (don't be influenced by the regulations that "first-year students are not allowed to assign homework"). I can boldly say that there is not a student in the two classes I teach who has not mastered the calculation method, but why do some students have the problems of slow speed and low correct rate? The reasons are as follows: First, these students are lazy (they always come up with some very simple questions when they write their own questions according to the teacher's regulations [such as 10 crossing, five written questions of multiplying or dividing three digits by one digit ...] and have poor habits (general); Second, I am not strict with myself. Whenever I meet students' calculation mistakes, I just ask them to correct them, which leads to students not knowing the seriousness of the problem, forming a wrong consciousness and habit of correcting them. It doesn't matter if you correct them again. So I think if we can encourage education and be strict with students who make mistakes, even if we take appropriate punishment, the frequency of students' mistakes will be much lower. 2. Some students have poor problem-solving ability. In several years of teaching, the content of "solving problems" is mostly filled with shopping, renting cars and chartering cars. In the words of teachers, "The poor students in the fourth grade were hired only after they started renting cars and chartering cars in the second grade, and only then did they get a little eye-catching, which could solve other slightly comprehensive problems, and the monks in the second grade were puzzled ..." Traditional textbooks did not enter the thinking training of two-step application problems until the third grade, while the new textbooks began to involve two unknowns from the second grade. Students must master the strategies of "assuming", "trying" and "thinking as a whole", and add the thinking of "splitting" and "making up" to solve this problem. Poor students are simply flying in the study of this problem, and even the best students cannot form the ability to express their thinking in an orderly way. In children's words, "I made it up", but this topic can be an example or an example. I think if we teach the second grade in the next round, we must set up some two-step calculation application problems that are close to life and have clear quantitative relations, so that each student can learn to analyze and solve problems by analytical method (which questions must be known …) and comprehensive method (which information can remind us which questions we can ask …), and then gradually "extract" and "draw" are infiltrated into students with the growth of grade. Secondly, we should work hard on the meaning teaching of multiplication and division in senior two, so that students can really understand.
Solve the problem of multiplication and division naturally instead of guessing, laying a solid foundation for comprehensive problem-solving learning at the middle and high levels. Whether this can reduce the learning difficulty of students in the field of "problem solving" and improve their problem solving ability remains to be tested.
I think every teacher has his own teaching style, teaching methods suitable for his own characteristics, and the ability to adjust his teaching behavior according to different students' situations. However, under the influence of different teaching methods, some problems existing in students are * * *, which requires our teachers to try their best to find textbooks, teaching methods and learning methods that are really effective for students.