First, the new curriculum standards under the guidance of new changes in primary school mathematics teaching
The new curriculum reform has been integrated into every corner of the school. In the process of implementation, we encountered many problems, but most of them saw the new changes brought by the new curriculum reform to classroom teaching.
After the implementation of the new curriculum, obvious changes have taken place in the school's education and teaching work: teachers' views on teaching materials, students and teaching are quietly changing; Teachers' teaching behavior and students' learning style are gradually changing; Teachers respect students' individual differences, and students' subjectivity can be brought into play; Teachers' evaluation methods are diversified; It has promoted the professional growth of teachers.
Second, the new problems in the implementation of the new mathematics curriculum in primary schools
1. It is difficult for teachers to adapt to the new curriculum reform
Schools and teachers involved in the implementation of the new curriculum have an unbalanced understanding and action on the significance, objectives and methods of the new curriculum reform, especially the quality and accomplishment of teachers in some remote schools are still far from the new teaching concept of the new curriculum standard. It is mainly the phenomenon of "wearing new shoes and taking the old road" in classroom teaching.
In practice, we find that some teachers become a mere formality in group cooperative learning, leaving no room for students to think independently; Some group cooperative learning is purely for cooperation, only considering the form of cooperation and not considering the opportunity of cooperation. Resulting in low efficiency of classroom teaching. The new curriculum standard points out that "mathematics learning activities should be a lively, proactive and personalized process". There are errors in teachers' understanding of this statement, which often leads students to explore in classroom teaching, but they can't verify what they have discovered and mastered. This kind of exploration is only a mathematical game at best, which is extremely unfavorable to students' development.
2. Students' learning evaluation lacks individuality.
The new curriculum advocates encouraging evaluation, so in class, we often hear "bang, bang, bang, praise him!" " ""Hey, hey, you are great! "Like. If these students do ask original questions (from the students' point of view) or make obvious progress, such praise is appropriate. However, some students just answered a simple question, or repeated other people's speeches. Such praise is contrary to the original intention of developmental evaluation.
3. Classroom teaching methods are relatively old.
In mathematics learning, some teachers directly throw a question to students, making them think aimlessly. Students have no goals, but after discussing and studying for a long time, they can't get any conclusions, which leads many students to equate math learning with games. This kind of teaching is undoubtedly a way of "herding sheep" under the guise of curriculum reform. On the contrary, many teachers worry that students can't come up with the results, so they look at the students carefully and give guidance immediately, which seems to inspire students to think. In fact, it turns the lively exploration process into a disguised indoctrination, and students become puppets in the hands of teachers. The new curriculum reform only adds a beautiful outer package to the "teaching plan drama".
Strategies to improve the teaching effect of mathematics in primary schools under the new curriculum standards
1. Renew ideas and change teaching methods
Tao Xingzhi, a famous educator, said: "The method of teaching should be based on the method of learning." Therefore, to explore how to guide effective learning methods, we should first start with teachers' "teaching".
(1) lesson preparation: change the preparation of textbooks to prepare both textbooks and students. There are many ways for teachers to prepare lessons, but few ways for students to learn. Not enough consideration for students' study. Teachers should solve the problem of how students learn when preparing lessons, and determine different learning goals according to different contents; Teaching papers should guide students of different grades how to preview, listen to lectures, take notes, review and do homework. We should consider how to cultivate students' abilities of observation, imagination, thinking, reasoning and summarization.
(2) Class: change the "teaching plan" into a living class. The teaching process is a dynamic process of constant change and development, and many unexpected factors will inevitably appear in this process. Even if teachers fully consider the learning situation, there will be "unpredictable" scenes, especially when the initiative and enthusiasm of teachers and students are fully exerted, the actual educational process is far more vivid, lively and rich than the scheduled and planned process.
Teachers should make full use of direct generating factors and show flexible teaching wit, instead of leading students by the nose. To promote the dynamic generation of classroom teaching, teachers should first create a democratic and harmonious classroom teaching atmosphere. Teachers should attach great importance to students' words and deeds. On the platform of teaching and learning, learning from each other, teaching because of learning, and establishing the consciousness of grasping the teaching mechanism at any time will certainly make our classroom teaching more lively, interesting and full of vitality. Secondly, to give full play to teachers' teaching wisdom, teachers' superb grasp of the educational process is the grasp of this dynamic generation.
2. Think positively and change learning methods.
Scientific learning methods can improve learning efficiency, give full play to students' wisdom, and turn knowledge into ability, while bad learning methods (such as rote learning) are inefficient and students' wisdom cannot be brought into play. Therefore, teaching students how to learn will get twice the result with half the effort.
(1) Cultivate students to have good study habits. Avoid mechanical learning and realize meaningful learning. Modern teaching theory emphasizes the realization of meaningful learning and the role of understanding in knowledge preservation and application, that is, our purpose is not to learn for memory, but to learn for application, not to master a single knowledge point, but to understand it. All these require us to change the traditional "accepting" learning method into "internalizing" learning, from passive learning to active learning, and fully mobilize the enthusiasm and creativity of learning. this is
(2) Encourage students to talk more. First of all, teachers should encourage and guide students to understand mathematical concepts or make simple judgments and inferences through quantitative relations on the basis of perceptual materials, and express them in language. Teachers can encourage students to express their views according to the characteristics of teaching materials, and tell their own thinking process in an orderly way, so that as many students as possible have the opportunity to speak. Teachers should not only understand the results of students' speaking, but also pay attention to the quality of students' speaking, which is conducive to cultivating students' logical thinking ability.
(3) Overcome the influence of thinking set and cultivate the spirit of seeking differences and divergent thinking ability. The role of "stereotype" has both positive and negative manifestations. We should use the positive role of "stereotype" to overcome the negative impact of "stereotype". In the process of the formation of knowledge transfer ability, it is necessary to cultivate a "fixed model" to solve similar problems, form the general laws and methods of knowledge transfer, form the ability to analyze and solve problems from other angles when encountering related problems that are difficult to solve by conventional methods, and form the consciousness and ability of seeking differences and divergent thinking.
3. Teaching interaction, students' autonomous learning
The new curriculum emphasizes that "teaching is the communication and interaction between teaching and learning". Teaching is to let teachers and students teach and learn from each other and form a real "learning body". Teachers are organizers of learning activities, not officers, policemen or referees. Teachers should give students the initiative to learn and satisfy their desire to express. Teaching is a process of communication, interaction and development between teachers and students. Without communication and interaction, there is no teaching. Teachers and students seek new discoveries from each other in teaching, so as to achieve * * * knowledge and learn from each other in teaching.
4. Make full use of traditional teaching methods and combine with new effective means.
With the continuous progress of science and technology, human society has entered the information age, and the application of multimedia technology is an important symbol of educational modernization. Multimedia technology can integrate pictures, words, sounds and images to create more vivid scenes. Teaching and learning activities have become more colorful, which has injected new vitality into traditional teaching and won the attention of teachers. Our current teaching mode is still impossible to break away from the traditional teaching mode, and the multimedia teaching mode can only be used as an "auxiliary" function, but it cannot completely replace the traditional teaching mode. Only by combining multimedia teaching with traditional teaching can our classroom teaching be colorful and suitable for students' development.
Four. conclusion
Teaching is a purposeful cognitive activity. No matter where the curriculum reform goes, "effective classroom" is our teachers' eternal pursuit. Under the guidance of the new curriculum concept, we should reform the classroom teaching mode and improve the effectiveness of classroom teaching under the premise of giving full play to the students' main role.