Personalized education is the development trend of education reform in the world today. Zhang Kai, a doctor of Beijing Normal University, said: "Personalized teaching" means to fully respect and give play to students' learning enthusiasm, attach importance to the harmonious development of students' personalities, and stimulate students' thirst for knowledge and pursuit of all-round personal development through teaching. At the same time, guide students to think independently, take the initiative to obtain information, and realize the coordinated development of knowledge, ability and personality. Carol, an American scholar, pointed out that personalized teaching is "a balance between learners' personality characteristics and learning environment, that is, a reasonable match between learners' personality characteristics and their knowledge, behavior patterns, concepts, learning environment, incentive system and acquired skills." This kind of "reasonable matching" is essentially a teaching strategy, which is the integration and optimization of various teaching means and behaviors such as teaching design and teaching methods to adapt to the individual differences of students.
First, the research significance and concept definition
The word "strategy" generally refers to strategy and strategy. However, the teaching strategy is not a specific method, but a systematic decision-making and design of the overall work plan under the guidance of certain teaching ideas and according to certain situations, constantly adjusting and optimizing the relationship between various factors in the implementation process, so that the teaching effect tends to be the best. Including how to choose and organize all kinds of teaching materials and methods, how to use all kinds of teaching equipment and means, and how to determine the behavior procedures of teachers and students. To improve teaching efficiency. To this end, we believe that personalized teaching refers to all teaching that adapts to and pays attention to the development of students' personality. It is an activity process that starts from individual differences of students, actively participates in the teaching process, and cultivates students' self-construction and independent acquisition according to their own actual situation, so as to realize self-realization, develop personality and cultivate healthy personality.
1. Implementing individualized teaching of primary school mathematics is the need of practicing the new curriculum. The basic value orientation of the new curriculum is for the development of every student, "so that different people can get different development in mathematics". In a sense, primary school students' mathematical activities are personalized, because learning is carried out by individuals, and every student's mind is learning when it changes. It can be said that there is no non-individualized learning anywhere. Even learning activities in groups or discussions in classes are individualized learning. However, our traditional teaching often emphasizes "knowledge infusion" and ignores personality development. We use the same textbooks, adopt the same methods and require the same speed. The result is that slow students can't keep up, smart students are not satisfied, and talented students stand out. Therefore, we advocate the implementation of mathematics classroom teaching suitable for students' personality development and study personalized teaching strategies.
2. The implementation of personalized mathematics teaching in primary schools is the need to promote the healthy development of students' personality. Primary school students have different ways of thinking, learning needs, learning advantages and learning styles. Only by teaching in the most personalized way according to individual differences can we achieve the greatest effect. Traditional teaching blindly seeks common ground while reserving differences, to some extent ignores students' "differences", obeys students' requirements and ignores the cultivation of personality. This not only inhibits the development of students' personality, is not conducive to the improvement of students' innovative spirit, and even makes students lose confidence in learning mathematics, produce weariness of learning, and form individual psychological obstacles in learning. The implementation of personalized teaching highlights students' subjectivity and makes teaching more targeted. Teachers carefully design teaching, update and optimize teaching strategies, and strive to adapt teaching to students' individual differences. Reflect the concern about the individual differences of students, and the essence of concern is respect, care and concern. This kind of care and concern is to pay attention to each student's personality development, that is, to pay attention to each student's moral life and personality development.
3. It is also the need of teachers' professional development to implement individualized teaching of primary school mathematics. The practice of the new curriculum shows that teaching is the unity of teachers' teaching and students' learning, and the essence of this unity is communication and interaction. The teaching process is a process of interaction between teachers and students, benign interaction and common development. Facing the ever-changing knowledge and students who actively seek knowledge, how to meet students' demand for knowledge and self-expression requires teachers to have a certain degree of subject knowledge and professional accomplishment, so that teachers can constantly learn and improve themselves to meet the requirements of the ever-developing times and the needs of students' growth, so as to better serve students' learning and promote students' development. From this, we can learn from each other's teaching and develop teachers and students together.
Second, the implementation of personalized teaching strategy research
The new Mathematics Curriculum Standard points out: "Teachers should creatively design the teaching process according to the specific conditions of students, correctly understand the individual differences of students, and teach students in accordance with their aptitude, so that each student can develop on the original basis." Implementing this requirement in classroom teaching is to implement personalized teaching, that is, to use personalized teaching methods, strategies and technologies according to students' personality differences, so that every student can find a unique field suitable for their own personality development. Therefore, in teaching practice, we have designed classroom teaching strategies such as setting different goals, carrying out dialogue teaching and implementing personalized evaluation, so as to "let different people get different development in mathematics".
(1) Target strategy: Hierarchical teaching is suitable for the development needs of different individuals.
The new mathematics curriculum standard does not give a prescriptive description of the mathematics curriculum objectives of each period and semester, but only makes corresponding provisions for each period, and puts forward "the goals that students should achieve at the end of this period" and "allowing some students to gradually achieve with the accumulation of knowledge and skills after a period of hard work". This not only provides time and space for personalized teaching, but also shows respect for students' individuality. At the same time, it is also possible for us to carry out hierarchical teaching and personalized teaching.
1. A correct understanding of students' differences is the premise of implementing personalized teaching. Differences among students exist objectively, including differences in life experience, differences in thinking level and differences in original foundation. Therefore, we can't use a ruler to measure all students, and we can't expect to eliminate differences through a period of study, otherwise our teaching will return to the old road of "indoctrination". A good chef should consider how to adapt to customers' tastes, that is, the chef should adapt to customers, not let customers adapt to the chef; A good actor should study how to adapt to the audience's appreciation level, instead of forcing the audience to adapt to his performance. Similarly, teachers should serve students and "teaching" should adapt to "learning". Teachers should adapt mathematics to students. When students can't adapt to mathematics, we should reform mathematics teaching and re-create mathematics to adapt to students' learning.
2. Make different teaching objectives to meet different individual needs. Teaching goal is the starting point and destination of teaching activities, which plays a clear guiding and stimulating role in teaching activities and provides a basis for teaching evaluation. According to the overall goal of the course and the individual differences of students, teachers should formulate diversified and different specific executable goals and teaching methods suitable for this teaching based on knowledge, skills and emotions, so that students at different levels can have room for survival and improvement in their own intellectual and non-intellectual factors. For example, when teaching the meaning of fractions, teachers will set different teaching objectives for students at different levels. Target 1: If you know the score, you can use the score to represent the number of shares divided equally by the unit "1"; Goal 2: If you know the score, find the unit "1" and divide it equally. Use the score to express the relationship between the part and the whole, and then explain the meaning of the score; Goal 3: Know the score, find out what fraction it is or what fraction the known unit "1" is, and find out the specific number of the unit "1". The requirements of three different levels of goals, namely, low, middle and high, reflect teachers' concern for students' individual differences, so that students at different levels can obtain mathematics learning suitable for their development.
(B) teaching strategies: dialogue, with the body to build classroom learning * *.
Dialogue is a dynamic behavior characterized by communication and exchange. At present, "dialogue" has become a state that people pursue, and it is also an effective strategy for people to achieve their goals. The essence of teaching is the process of communication, interaction and development between teachers and students. Dialogue is an important and basic way of communication and interaction. In teaching, teachers and students listen to each other, talk to each other, open their spiritual world to each other, and gain spiritual communication and sharing of meaning in dialogue, so as to achieve * * * knowledge, * * * enjoyment and * * * progress. In the sincere communication in which everyone participates, we can achieve self-transcendence, improve life and personality, and build the * * * recognition of classroom learning. Therefore, we believe that this dialogue-based classroom teaching is a revolution to traditional classroom teaching and will set off a new wave of classroom teaching reform. The so-called dialogue teaching is not whether it takes the form of dialogue, but mainly whether it embodies the spirit and principles of dialogue. "Dialogue" is the communication between teachers and students and the collision between ideas. This is the persistent pursuit of the new curriculum.
1. "Dialogue" is not "monologue", but democracy and equality. Without democracy and equality, there can be no dialogue between teachers and students. Because the modern significance of dialogue is not only a narrow language dialogue, but both teachers and students open their hearts to each other and accept each other. Only a harmonious teaching environment with mutual respect, equality of personality and mutual recognition can help students dare to speak their own thoughts and express their voices. Teachers "squat down" to communicate with students, pay attention to seeking students' voices, let students open their hearts in a state of "zero distance", initiative and freedom, and realize "real dialogue" between teachers and students.
2. "Dialogue" is not "question and answer", but the meaning of understanding and enjoying. Only when there is communication and cooperation can there be dialogue, the collision of teachers and students' wisdom and the intersection of hearts. Dialogue is completely different from the past "question and answer". In the past, classroom question-and-answer was ostensibly a question-and-answer between teachers and students, but in essence it was the condescending authority of teachers to impart knowledge. The teacher's questions are "subconscious", and the students' answers just follow the teacher's "subconscious". Finally, it is up to the teacher to make the final decision. Through dialogue, the roles of teachers and students have changed. Students' teachers and teachers' students will cease to exist. Instead, students' teachers, teachers' students. Teachers will no longer just teach, but be taught through dialogue. Students will no longer just be taught, but will be taught through dialogue. They will understand each other, learn from each other and enjoy teaching.
3. "Dialogue" is not "indoctrination", but reconstruction and promotion. Indoctrination is one-way downstream, and dialogue is multi-directional interaction. It is the mutual communication between teachers and students, mutual communication, mutual inspiration and mutual supplement. The collision of different horizons caused by dialogue can give students new enlightenment, arouse students' deep thinking and overcome their own cognitive prejudice to some extent, so as to realize the communication, convergence and integration of various horizons, generate new horizons and complete the construction of knowledge meaning. As Mr. Zhong Qiquan said, "Conversational communication transcends the transmission of simple meaning and has the function of reconstructing and generating meaning. The information from others is absorbed by oneself, and the existing knowledge is aroused by others' views, which may produce new ideas. In the dialogue with others, it is a completely different point of view from oneself that will produce new meaning. "At the same time, the dialogue realizes students' multiple interpretations of the text, teaching information is exchanged and enjoyed, students' cognitive balance is constantly broken by different viewpoints in the dialogue, and a new balance is achieved in the communication, selection and absorption in the dialogue. For example, in the teaching of "area calculation of parallelogram", we divide the teaching activities into several stages at different levels and design four "sub-topics" accordingly. One is: What happened after this jigsaw puzzle was transformed into another? What hasn't changed? The second question is: why is the result of a rectangle calculating a square the same as the adjacent side, but the parallelogram is different? Are they any different? Third, why do you want to turn a parallelogram into a rectangle? 4. Can the area calculation method of parallelogram be found from the area calculation method of rectangle? These four topics are interrelated and closely combined with the logical process of knowledge formation, which makes the dialogue between teachers and students targeted, embodies the theme of this lesson, and is more in line with the spirit of the times of "dialogue". It can be seen that "dialogue" is not only another new teaching strategy, but also the real liberation of students' personality.
(3) Evaluation strategy: teaching students in accordance with their aptitude and cultivating students' healthy personality.
The Outline of Basic Education Curriculum Reform clearly requires the establishment of an evaluation system to promote students' all-round development. Therefore, the evaluation of primary school students' mathematics learning should respect individual and individual differences, teach students in accordance with their aptitude, and highlight the process evaluation of primary school students' mathematics learning process, so as to promote students' potential, personality and creativity, and make every student have the ability of self-confidence and sustainable development.
1. Personalized evaluation, highlighting development. The evaluation of primary school students' mathematics classroom learning is mostly in the form of instant oral evaluation, which is essentially an educational behavior and a real process evaluation. Evaluation should not only consider students' past, but also pay attention to students' present and future. Different learning individuals behave differently in classroom teaching, so teachers' evaluation of students should also be personalized. In teaching practice, the evaluation of students' mathematics classroom learning is not a "conclusion", but an educational means to promote students' "being good at recovering losses", which is intended to arouse students' self-confidence, stimulate students' further participation and promote students' development and perfection.
2. The evaluation is targeted and reflects the authenticity. Students' individual differences, including physiological characteristics, psychological characteristics and hobbies, are different. Extroverts like compliments, and timid people need to cheer up. However, in the practice of the new curriculum, some teachers go too far and praise "Hi, Hi, you are great!" " "constantly; Some teachers exaggerate rewards, and students' faces are covered with "stars", which makes the authenticity of evaluation diluted and human nature deified. These are all misunderstandings about developmental evaluation. Therefore, we emphasize the authenticity of evaluation and evaluate students' learning and individual development in specific fields. As long as teachers and students respect each other, meet each other frankly and recognize the shortcomings that students need to work hard, students may realize their own shortcomings and deficiencies, avoid blind optimism and make the evaluation targeted. For example, we should praise and evaluate students with learning difficulties, affirm their bright spots in time and mobilize their learning enthusiasm; We should adopt competitive evaluation for top students, adhere to high standards and strict requirements, and urge them to be more rigorous and modest and constantly surpass themselves. This evaluation can not only encourage different types of students to actively participate in learning activities, but more importantly, publicize personalized learning quality.
Third, the discussion after practical research.
1. Individualization contributes to the healthy development of students' personality, and it is also the common trend of classroom teaching reform today. This kind of teaching is suitable for small classes, but how to implement it effectively under our existing school conditions and with a large class size needs further study.
2. Dialogue teaching is carried out in the lower grades of primary schools, and their "dialogue" skills are in urgent need of teacher training to prevent dialogue from becoming a mere formality and losing the spirit and principle of "dialogue".
3. It is the expectation and requirement of the new curriculum to establish an evaluation system to promote the development of students and teachers, which has been accepted by teachers in the practice of the new curriculum. However, it is a great helplessness and confusion for us to educate our colleagues to let parents and society recognize developmental evaluation.