Teaching goal is a presupposition of teaching result. As an important factor in teaching, it is not only the starting point of teaching, but also the destination of teaching. Therefore, whether teachers set teaching goals properly in teaching practice and how to achieve them in the teaching process will directly determine the teaching effect of a class and then determine the teaching quality. Here, I intend to start with the analysis of some phenomena in current classroom teaching, and talk about some personal views on how to understand, grasp and deal with three-dimensional goals in primary school mathematics teaching.
[Phenomenon 1] In some classes, especially in some open classes, in order to highlight the teaching objectives of processes and methods, emotional attitudes and values, teachers try their best to create various "vivid" teaching situations, arrange a lot of games, operations, independent exploration and cooperative learning, and add some labeled "moral and emotional education" to their teaching from time to time. Students' interest in the class is very high and the atmosphere is very warm. However, in the "excitement", teachers often can't give students the necessary guidance and explanation at the key points of the formation of knowledge and skills, students lack rational summary after practical activities, and there is no time for students to think independently and finish their homework independently in many classes. Therefore, when testing students' grades, their mastery of basic knowledge and skills often fails to meet the basic requirements of curriculum standards or syllabus. Many teachers are puzzled by this: I try my best to embody the new curriculum concept in teaching, but why is it counterproductive in teaching quality?
[Phenomenon 2] Curriculum reform has been formally implemented in our county for nearly two years, but in the teaching of some teachers, there is still a tendency to pursue only a single goal of knowledge and skills. Throughout its teaching design, it is difficult to see the goal expression of mathematical thinking, problem solving and emotional attitude; Throughout its classroom teaching, it basically follows the traditional mode, and students mainly accept knowledge through listening or simple question and answer. After a class, students have little gain except the basic knowledge and skills they passively accept.
[reflection]
The fundamental reasons for the above two phenomena are: first, teachers' lack of understanding of the three-dimensional objectives of the new curriculum; Second, the three-dimensional target relationship is not properly grasped; Third, the teaching objectives are divorced from the teaching process and have not been implemented.
"Phenomenon 1" exposes the neglect of knowledge and skills, which leads to a lively teaching process, and students fail to master the basic knowledge and skills necessary for follow-up study, which is a flashy and ineffective teaching; "Phenomenon 2" reflects the lack of process objectives in teaching, which seriously limits the development of students' comprehensive qualities such as thinking ability, exploration spirit and innovation consciousness.
The above two phenomena reflect the two extremes in primary school mathematics teaching under the background of current curriculum reform, both of which deviate from the normal track of curriculum reform. If it is not corrected in time, it will seriously affect the improvement of primary school mathematics teaching quality and the deepening of curriculum reform.
[Countermeasures]
First, strengthen theoretical study, in-depth understanding of curriculum objectives
1, define the three-dimensional goal of mathematics teaching.
In mathematics curriculum standards, three-dimensional goals have changed in structure and expression language. According to the characteristics of mathematics teaching, the mathematics curriculum standard decomposes and reorganizes the three-dimensional goals of "knowledge and skills, process and method, emotional attitude and values", and expounds them from four aspects: knowledge and skills, mathematical thinking, problem solving, emotion and attitude. A close reading of the Standard shows that the goals of these four aspects are not purely parallel, but contain mutual integration and infiltration. For example, in the goal of knowledge and skills, "the process of going through ..."
2. Correctly understand the relationship between three-dimensional objects. The goal of knowledge and skills should be complementary to the goal of process and method, emotional attitude and values (process goal), not antagonistic. In this regard, the Mathematics Curriculum Standard has clearly stated: "The development of mathematical thinking, problem solving, emotion and attitude can not be separated from the learning of knowledge and skills, and the learning of knowledge and skills must be conducive to the realization of other goals." That is to say, on the one hand, the goal of knowledge and skills is the foundation and support to achieve the developmental goal, because the realization of any process goal must be carried out through the study of certain teaching contents. If you are divorced from the study of specific knowledge, any "process" can only be a tree without roots and passive water and lose its value; On the other hand, the process goal is the intermediary to achieve the goal of knowledge and skills, because any knowledge and skills are always acquired through certain learning forms and learning processes. It is not advisable to focus only on the results but not on the process. Classroom teaching that focuses only on the process without solving problems does not meet the requirements of the new curriculum. Therefore, we should firmly establish the consciousness of paying equal attention to both process and result, and strive to promote the coordination, unity and mutual promotion of various teaching objectives in teaching activities.
Second, integrate three-dimensional goals for teaching design, reflecting the comprehensiveness of the new curriculum teaching objectives.
In view of the above analysis, teachers should focus on the mastery of knowledge and skills and the sustainable development of students when formulating teaching objectives, and highlight the comprehensiveness of teaching objectives.
Now give an example:
Teaching content: the calculation of parallelogram area in the ninth volume of mathematics textbook for nine-year compulsory education
Teaching material analysis: This course includes the following teaching contents: (1) Derivation of parallelogram area formula. (2) Application of parallelogram area formula. First of all, these two teaching contents obviously directly correspond to the knowledge and skill objectives of this class. But it is not enough to see this, because the textbook also contains rich developmental target factors, that is, if students are not arranged by teachers, but guided by teachers to experience the formation process of knowledge, they can effectively cultivate their practical ability and sense of cooperation, and get the influence of mathematical thinking methods and positive emotional experience.
Therefore, the teaching objectives of this course can be determined as follows:
1, so that students can master the calculation method of parallelogram and use the area formula of parallelogram to calculate.
2. Through the derivation process of parallelogram area formula, cultivate students' cooperative consciousness, operational practice ability and abstract generalization ability, and initially perceive the mathematical thinking method of translation transformation.
3. Enable students to gain successful experience through learning activities, improve their interest in learning mathematics and enhance their confidence in learning mathematics well.
Among the above-mentioned teaching objectives: Article 1 belongs to the knowledge and skill goal, which contains two specific goals: to understand and remember the area formula of parallelogram and know how to calculate with formula. Articles 2 and 3 embody the process objectives of mathematical thinking, problem solving, emotion and attitude.
Obviously, this teaching goal avoids the disadvantages of incomplete goals in the above two phenomena and embodies the integration of three-dimensional goals.
Third, design the teaching process around the goal and implement the goal in the process.
Once the teaching objectives are established, teachers should organize teaching content, choose teaching methods and design teaching process according to the teaching objectives, so that all teaching activities can be carried out closely around the realization of the teaching objectives.
For example, according to the teaching goal of the course "Calculation of parallelogram area" established earlier, we should grasp the following points when designing the teaching process:
1, introduce a new lesson by reviewing the rectangular area formula. (the starting point of "transformation")
2. After entering the link of exploring new knowledge, students can boldly guess the parallelogram area first.
Through cooperation and communication and the guidance of teachers, the direction of change is clear.
3, hands-on practice, complete the transformation. Let the students complete the transformation from parallelogram to rectangle by cutting, moving and spelling. At this point, teachers should let students know the necessity of "extending the height and cutting it open". (the key to transformation)
4. After guiding students to get the calculation formula of parallelogram area through comparative analysis, teachers should summarize and reproduce the derivation process of the formula, and at the same time inspire students to understand the mathematical thinking method of translation and transformation. (further implement the goal of mathematical thinking)
5. Ensure the quality and time of classroom exercises, so that students can memorize and use formulas skillfully. At the same time, teachers should quantitatively test the achievement of knowledge and skills goals according to classroom communication and homework feedback information. (Achieving knowledge and skills goals and solving problems)
Here, we can imagine such a teaching process: under the guidance of teachers, students transform parallelograms into rectangles by cutting, translating and splicing; Then through observation, comparison, analysis and induction, the area formula of parallelogram is summarized. Then, with the joy of success, we use formulas to solve various practical problems of finding area ... The whole process is completely around the pre-set teaching objectives. By experiencing this process, students can not only master and skillfully use the formula S=ah, but also have a preliminary experience of the mathematical thinking method of translation transformation, accumulate effective mathematical thinking and learning methods, feel the happiness of success, and enhance their interest and confidence in learning. In this kind of teaching, the knowledge and skill goals and process goals have been implemented, and the functions of each goal have formed a mutually promoting relationship, which is the purpose of implementing the new curriculum.