In the new round of curriculum reform, with the change of educational goals and concepts, teaching materials are no longer just classics for teaching and knowledge warehouses for memory, but materials for teaching. Teachers and students are not only the masters of materials, but also the subjects of new materials and new teaching wisdom. Teachers' teaching activities in the process of classroom teaching are not a simple copy of textbooks, but a process of redeveloping and recreating textbooks, which is also the main form of teachers' participation in curriculum development.
First, the characteristics of new textbooks
1, students are the main body of the course.
The new curriculum concept requires different students to get different development in mathematics. Senior high school mathematics curriculum has set up compulsory series and four elective series courses. In teaching, students are encouraged to choose mathematics courses independently according to the curriculum plan and requirements stipulated by the state, as well as their respective potentials and hobbies. Teachers should give specific guidance according to students' different foundations, levels and development. Optional teaching materials that reflect students as the main body of the course.
2. Combine mathematics with real life to cultivate students' application consciousness.
In mathematics teaching, introduce mathematics knowledge through rich examples, guide students to apply mathematics knowledge to solve practical problems, and help students realize that mathematics is related to me and real life. Mathematics is useful. I want to use mathematics, and I can apply mathematics. For example, some time ago, our math group instructed students to use statistical knowledge to study the survey report of students' monthly consumption expenditure. Students have experienced collecting data, sorting out and analyzing data, estimating the overall frequency distribution by using the frequency distribution of samples, and estimating the overall digital characteristics by using the digital characteristics of samples. In this process, students try to solve practical problems in life with mathematical knowledge and methods, which inspires students to pay attention to life application examples and broadens their horizons.
3. Pay attention to the cultural value of mathematics.
In teaching, we often introduce some historical events and figures that play an important role in the development of mathematics, reflecting the role of mathematics in social progress and civilization construction, and also reflecting the role of social development in promoting the development of mathematics. For example, in geometry teaching, students can be introduced to the great influence of Euclid's thinking method of establishing axiomatic system on human rational thinking, mathematical development, scientific development and social progress. There are many vivid and interesting stories in the course of Reading and Thinking in the textbook. After reading, students can deeply appreciate the beauty of mathematical discovery and rigor, and are even more moved by mathematicians' great contribution to the development of human mathematical history.
4. Between teaching and learning, creativity can be better reflected.
In the new curriculum, a large number of mathematical inquiry and research teaching contents are set up. Students can improve their ability of finding, analyzing and solving problems through independent inquiry and cooperative communication.
Second, the reasons for the difficulties of teachers in the new curriculum teaching
Since the new curriculum reform, most teachers have actively participated in the training and learning of the new curriculum reform and worked hard in teaching. However, due to the differences in knowledge level and teaching methods and strategies, teachers entering the new curriculum reform are divided into four categories: "wearing new shoes to take a new road", "wearing old shoes to take a new road" and "wearing old shoes to take the old road".
1. Teachers' understanding of textbooks is low.
Teachers are organizers of teaching activities. If teachers don't handle the teaching materials properly, don't understand them deeply, or even have deviations, it will make it difficult for students to accept knowledge. For example, in the teaching of derivative concept, some teachers do not understand the requirements of the new textbook for derivative content and the role of the concept of average change rate in introducing derivative concept, so it is difficult to implement the teaching requirements and enable students to successfully construct the definition of derivative.
2. Improper teaching methods and strategies
First of all, due to the limitation of educational theory and professional level, some teachers don't realize the cognitive confusion brought by mathematical abstraction to students, so there are more components of scripted teaching and blind indoctrination, and less components of analyzing, guiding and stimulating thinking. Due to the long-term lack of scientific thinking training, students only pay attention to imitating and solving problems, ignoring independent inquiry, thus affecting the development of abstract thinking ability. Secondly, teachers put forward inappropriate teaching requirements for students. The inappropriateness here has two meanings: First, the requirements are too high. For example, in the teaching of simple logic, judging whether a proposition is true or false is too high, which not only diverts students' attention, but also makes the original abstract content worse. The other is too low or even avoiding the requirements of mathematical abstraction, which is embodied in: the teaching design is too detailed and lacks thinking span; The derivation of concepts, formulas and theorems is simplified (only described by some examples), lacking the interactive process between students' cognition and mathematical abstraction; Pay attention to operation and ignore formal reasoning.
Third, the implementation strategy
1, deeply understand students' knowledge structure and physical and mental development characteristics.
The constructivist view of students emphasizes that learners will not enter the learning situation empty-headed. Teaching can not ignore students' existing knowledge and experience, but should take learners' original knowledge and experience as the growth point of new knowledge and guide learners to grow new knowledge and experience from the original knowledge and experience. The object of instructional design is students, and the effectiveness of instructional design will depend on students' understanding. If we analyze the teaching design from the angle of experiment, then the students' situation in the classroom is the independent variable, and the organization of teaching content, the choice of teaching scheme and the adjustment of teaching links will inevitably change with the change of students' independent variable. Mathematics teaching should fully consider the characteristics of students' physical and mental development, and combine students' existing knowledge and life experience to design interesting mathematics teaching activities.
2. Teachers should establish a correct view of teaching materials.
The new curriculum advocates teachers to "teach with textbooks instead of teaching", which is manifested in guiding students to explore knowledge on the basis of careful analysis of students' situation and making students the ultimate owners of knowledge. Teachers should ponder the textbook carefully and understand the editor's intention. Teaching process is the process of transforming the knowledge structure of textbooks into the cognitive structure of students. In teaching, teachers should establish a holistic concept, read the textbooks as a whole, understand the arrangement intention of the textbooks, understand the position and role of each part of the textbooks in the whole textbook system, and analyze and deal with the textbooks from the perspective of connection and development. How to understand the editor's intention? The main thing is to ask why. Why is the example designed like this? Why should the exercises be arranged like this? Why did the conclusion lead to this? Wait a minute. After such thinking, the teacher's ability to control the teaching materials will definitely improve.
3. The combination of static preset and dynamic generation.
In teaching, presupposition and generation are dialectical relations, and they complement each other and are indispensable. Without presupposition, the classroom becomes aimless herding sheep; Without it, the classroom will become lifeless, lacking students' initiative and participation. At present, blind generation, inhibited generation and aimless generation are widespread, which is not conducive to our teaching. Only by proper presupposition and generation can the educational goals and ideas be better realized.
The new curriculum advocates democratic, open and scientific curriculum ideas, and teachers must play a main role in curriculum reform. Teachers are no longer just executors of curriculum implementation, but should become builders and developers of curriculum. Teachers should form a strong sense of curriculum and participation, which provides a broad world for teachers to play their main role and use teaching materials flexibly.