First of all, new
New-that is, don't follow the footsteps of others, don't follow the old rules, don't copy other people's teaching plans, and try to make breakthroughs in some aspects, which can arouse colleagues' desire to learn and imitate. Specifically, it is mainly reflected in the following aspects:
1, a new concept-that is, to embody advanced education and teaching concepts.
Teachers' educational concept determines teachers' behavior, and the change of teachers' educational concept is the key to effective classroom teaching. The key to the implementation of quality education is to correct the education and teaching ideas, break the shackles of traditional education concepts, and establish new views on quality, education and students around "all for students, all for students, all for students". The renewal of educational concept includes many aspects, which mainly involve the following aspects for primary school mathematics teachers.
One is about students' ideas. In the first article of the basic concept, the National Mathematics Curriculum Standard points out that mathematics curriculum should highlight the universality, foundation and development of compulsory education, make mathematics education face all students, and realize:
Everyone learns valuable mathematics.
Everyone can get the necessary math.
-Different people get different development in mathematics.
Specifically, it is:
(1) Every student can study math. Although there are differences in students' intelligence level, experience background and study habits, every child with normal intelligence can learn the mathematics content stipulated in the syllabus and has the conditions to learn mathematics well according to the teaching requirements.
(2) Different students have different levels of learning mathematics. The differences between students exist objectively, so teachers should realize the differences between students and put forward different learning requirements for different students. Not every student develops to the same level, learns exactly the same mathematical knowledge and reaches the same mathematical level.
(3) Allow students to learn mathematics at different speeds. Teaching needs to be completed according to a certain progress, but not every student can complete the content at the same speed. Some students can learn at a faster speed, and some students can meet the corresponding requirements in a longer time.
(4) Students can learn mathematics in their own way. There are different ways to know and understand mathematical problems. Teachers can guide students to understand mathematical problems in an appropriate way, and at the same time, teachers should allow students to explore and solve problems in their own way. Some methods are good from an adult's point of view, but different students may feel differently. Students can be guided to compare different methods, but one method should not be imposed on students as a necessary method.
The second is the teaching concept.
In order to truly implement the requirements of quality education, we should advocate the following teaching ideas in the current primary school mathematics teaching reform.
(1) Let students learn in the game.
Games are interesting learning activities for junior children. In their lives, games and learning can't be completely separated, but penetrate each other. Students can master new learning content smoothly in the game, and at the same time, students' creative self-expression, independence and positive emotional experience are also formed and developed in the game. Games play an important role in the whole process of primary education. Teachers should respect children's love of games and play to design teaching activities.
(2) Let students learn in operation activities.
Mathematics is a process in which people gradually abstract, generalize, form methods and theories and apply them on the basis of qualitative grasp and quantitative description of the objective world, which is full of exploration and creation. Students' mathematics learning process is not only to accept ready-made mathematics knowledge, but also to actively construct it based on students' existing knowledge and experience. Teachers can only learn effectively if they let students actively participate in learning activities. Students' personal experience and perception are conducive to gaining perceptual experience, thus realizing the internalization of their knowledge and promoting the development of understanding and judgment. It is by fiddling with learning tools that students get the representation of objects and then rise to rational knowledge. Teachers should try their best to give students more practical opportunities and provide rich materials, so that students can experiment in person, experience success and failure, discuss problems and seek conclusions.
(3) Let students learn through cooperation and communication.
Modern psychological research shows that the interaction between students in teaching can improve students' academic performance and social skills, improve interpersonal relationships and form good learning quality. In classroom teaching, if you want to enhance the interaction between teachers, students and students, discussion and group study are the most appropriate choices. If teachers want to help students form a more independent and responsible learning style, group discussion strategy is also one of the best choices to help teachers achieve this goal. The classroom atmosphere of cooperation and communication should be advocated in teaching. The ability to learn to cooperate and communicate is necessary in modern society, and it is also an organizational model that should be advocated in the process of mathematics learning. When designing lesson plans and organizing classroom teaching, students are often provided with opportunities for cooperation and communication, so that students can learn other people's methods and ideas and express their views on problems in the process of cooperation, so as to learn to understand mathematics from different angles and form the habit of cooperation and communication with others. Teachers should create a democratic atmosphere in communication and discussion, so that students can change from passive attendance to active participation, dare to express their unique opinions, and learn to listen to and respect others' opinions. In the exchange and discussion activities, students' thinking mode, cognitive level and communication ability have been improved to some extent.
(4) Let students learn in the activities of inquiry and discovery.
In teaching, teachers should create an activity situation for students to discover mathematical knowledge, so that students' learning process can become a process of re-creation and re-discovery. This process should focus on how students explore knowledge, how to generate "conclusions", the training and cultivation of thinking modes and habits, and the acquisition of ways and methods to solve problems, not just on the memory of knowledge conclusions.
The third is the concept of teacher's role.
Teachers are the decision makers in the process of curriculum implementation. In the process of curriculum implementation, teachers do not simply implement the syllabus and teaching materials, nor do they simply teach according to the syllabus and teaching materials. Teachers should use their professional understanding of curriculum and teaching to creatively organize teaching and become decision makers of curriculum and teaching. The decision-makers of courses and teaching can use their professional judgment to process the teaching materials, make appropriate adjustments to the teaching content and teaching methods, and make appropriate treatment decisions in the face of specific situations in the classroom teaching process.
Teachers are organizers, instructors and participants in the teaching process. Teachers should be participants in the process of mathematics learning while organizing classroom teaching and guiding students to carry out various activities. Teachers should be friends with students and explore and understand mathematics with them.
2. New ideas-innovative, practical and efficient teaching ideas.
The same teaching materials, the same students, the same 40 minutes, the same teacher, because of different teaching design ideas, the classroom teaching effect is very different.
For example, in the first national primary school mathematics grand prix, Zhang Jianxin, an Anhui special-grade teacher, designed a very novel lead-in link when teaching "the initial understanding of decimals".
After class, the teacher plays the recording and simulates the radio to play commodity information. A certain economic radio station now broadcasts commodity information: Panda M 10 tape recorder, each 67 yuan, rain-proof schoolbag, each 10 yuan, 2H pencil, each 0. 12 yuan, Jinxing brand pen, each 2.45 yuan, Beijing brand ink, each 1.20 yuan.
After the broadcast, I asked: What was broadcast just now? (Commodity information is the price of a commodity)
The teacher replays the above contents and shows the price tag of the goods on the magnetic blackboard while playing. Let the students observe carefully. What are the main differences between the numbers in the left and right price tags? (There are no dots in the left group of numbers, but there are dots in the right group of numbers) (Figure omitted)
Teacher: The number 67 in the left group, 10, 120 are all integers we have learned before. Who can give other examples of integers? Do you know how many integers there are?
Teacher: There is a dot in the middle of the three numbers (0. 12, 2.45, 1.02) in the price tag on the right (take the top three decimal places out of the price tag and put them on the magnetic blackboard). Like this, there is a point in the middle of the number, which is a new number we are going to learn today. In this lesson, we will learn something about decimals.
In this link, the teacher specially designed "economic broadcast" to broadcast "commodity information", a novel teaching form. Among them, "economy", "commodity" and "information" are all linked with the current market economy. In addition, Commodity Information is scheduled to be played twice. For the first time, it plays the role of "attracting interest and attention", and for the second time, it plays the role of "playing the price of a commodity and displaying the corresponding signs", mobilizing students' audio-visual senses and fully participating in cognitive activities. There are both "integers" and "decimals" in the price tag of goods. In this way, the appearance of decimals is natural, so that students can know that decimals are really produced because of actual needs. The whole teaching process is clear and smooth, which is really unique.