I. Title of the study
Investigation report on how to effectively carry out the comprehensive practical activity class of mathematics in the lower grades of primary schools
Two. Definition of theme
1. Comprehensive practical activity class
This is a non-disciplinary field and a course based on the field of life practice. It is a practical course based on learners' direct experience, closely linked with students' own life and social life, and reflecting the comprehensive application of knowledge. The starting point of comprehensive practical activity course is students, not teachers. Students form problems from their own experience and get ways and methods to solve problems from experience.
2. Effective implementation
The comprehensive practice of mathematics is rich and colorful. To carry out practical activities effectively, we should pay attention to application, with less content, closely combine the mathematics practice of students' learning with the progress of teaching materials, and make it easy for students to operate. This requires teachers to choose the content and opportunity reasonably, arouse students' learning enthusiasm and effectively change students' learning methods.
3. How to effectively carry out the research on the comprehensive practical activity class of mathematics in the lower grades of primary schools?
Under the guidance of teachers, students carry out comprehensive learning activities according to their own experience and their own life and social reality. In comprehensive practical activities, students personally participate in practice, pay attention to personalized, autonomous and active learning, and gain positive experience and rich experience in the open inquiry learning situation, thus cultivating positive exploration spirit and innovation ability.
Three. Theoretical value
1. Research background:
With the popularization of the new curriculum standard of primary school mathematics, primary school students' mathematics learning should be realistic, diverse and interesting, and inquiry learning activities should become one of the main ways of mathematics learning. Mathematics comprehensive practice is an open course for all students, which respects the special needs of each student's personality development, changes students' learning methods, realizes the transformation of mathematics learning from passive to active, from boring to interesting, from simple to rich, and opens up an open learning path for students.
"Mathematics comes from reality, takes root in reality and applies it to reality" is the principle of "mathematical reality" put forward by Friedenthal, a Dutch mathematician and educator. Based on this principle, mathematics teaching in primary schools should proceed from students' reality, closely link mathematics teaching with real social life, make mathematics problems live and mathematize life problems; Let students feel that mathematics comes from life and serves life, so as to understand the value of mathematics, cultivate mathematical consciousness, experience life and know society.
Domestic understanding of the curriculum of comprehensive practical activities: The Outline of Basic Education Curriculum Reform stipulates: "Comprehensive practical activities are compulsory courses stipulated by the state, including information technology education, research-based learning, community service and social practice, labor technology education and other fields. The purpose of setting up comprehensive practical activities is to let students connect with social reality, and to cultivate innovative spirit, practical ability and lifelong learning ability through personal experience learning, accumulation and enrichment of experience.
Comprehensive analysis of foreign comprehensive practical activity courses: the comprehensive practical activity courses designed by western developed countries cover a wide range of fields, which embodies the characteristics of "comprehensiveness" in activity fields. But "comprehensive practical activities" does not mean that every activity is comprehensive, and "comprehensive" is relative. There are three main fields involved in the comprehensive practice of foreign-related design:
(1) Thematic inquiry or thematic research type
Project inquiry is a research-based learning activity that focuses on the problems or topics that students are interested in and follows the most basic norms and steps of scientific research. Project research and design research are intrinsically linked. Students put forward solutions or strategies through research on related issues, such as project research and environmental protection research, and students generally put forward countermeasures to solve environmental protection.
(2) Types of social practice learning
The basic feature of social practice learning is social participation, that is, students participate in the whole social life as members of society and become social political life, economic life and cultural life. The main ways are social service activities, social investigation activities and community public welfare activities.
(3) Lifelong learning
Life learning has always been one of the basic fields of curriculum design in primary and secondary schools abroad. Life learning is practical learning related to students' living ability and adaptability. In the curriculum design and implementation of foreign primary and secondary schools, it is reported that the field of life learning includes life skills training activities and life technology and creative activities.
2. The significance of this study:
Mathematics practice is not divorced from students' learning materials. In order to make mathematics practice promote students' development, it is necessary to combine mathematics practice with usual mathematics teaching to serve students' learning content. Looking at the whole primary school mathematics textbook, mathematical practice exists in the concepts closely related to the textbook, such as finding numbers and operations. Understanding of geometric shapes in space and graphics, collection, collation and analysis of mathematical information closely related to learning content in life "; Problems in life, which are triggered by life and solved by learned knowledge, illustrate some phenomena in life.
Mathematics comprehensive practice is different from general mathematics activity teaching. It aims at solving problems, and on the basis of students' existing life experience and knowledge background, it comprehensively applies what they have learned to solve problems. In this process, students' ability to find and put forward problems, analyze and solve problems in life by using mathematical thinking methods is cultivated, which can stimulate students' innovative consciousness and cultivate students' mathematical consciousness and spirit.
3. Research objectives.
(1) Through the research of this topic, the characteristics and implementation strategies of comprehensive practical activities of mathematics in primary schools are summarized.
(2) Construct the general teaching mode of comprehensive practical activity class of primary school mathematics.
(3) Improve teachers' comprehensive quality, accumulate research experience, and lay the foundation for the full implementation of the comprehensive practical activity class of mathematics.
(4) Cultivate students' consciousness of innovation, practice, subjectivity and cooperation, and promote the harmonious development of students' ability to correctly analyze and solve problems.
Four. Main research process
1. Study time
(1) Application stage (2011August-September): Carefully select topics, make research plans and apply for topics.
(2) Preparation stage (20 1 1 year1October-1October): make a research plan and conduct relevant questionnaires and interviews.
(3) Implementation stage: (20 1 1 February -20 1 1 June): Choose a course, adhere to the teaching measures of more communication and cooperation between teachers and students, and experiment for one month.
(4) Summary stage: (2065438+July 2002-165438+1October): Collect and sort out the process data of the research, analyze, summarize, refine and summarize, write the research report and apply for the appraisal of the results.
2. Research methods
Pay attention to the development of the curriculum content of mathematics comprehensive practical activities;
(1) The method of developing course content. There are two basic ways to develop the content of mathematics comprehensive practical activity course: one is to reflect on the content of "practice and comprehensive application" in the current primary school mathematics textbooks, understand its design purpose, dig up materials that can reflect similar content in students' daily activities and learning processes, and develop and utilize them; The second is to study the situation of students of different ages, understand what mathematical knowledge, skills and qualities they have or need to have, identify and use the curriculum resources of "Practice and Comprehensive Application" outside the school, including natural and human environment, professionals in various production and service industries and other resources, and make use of them to make them become the wealth for students to learn and develop.
(2) Requirements of curriculum development.
1 fun. It is necessary to attract and infect students with the charm of mathematical knowledge itself, and determine the content of mathematical activities from the things that students are interested in.
② Practicality. To make students really "move", we should guide them to contact things extensively, try to perceive things, let them experience them personally, gain direct experience and enrich their perceptual knowledge. Fully embody the process of exploration, trial and creation, so that students can learn by doing.
3 enlightening. The choice of course content should consider encouraging students to explore and discover laws, enlighten thinking and dimensions, and let students learn to learn to learn, grow their talents and become masters of learning through participation.
The implementation strategy of mathematics comprehensive practical activities;
(1) implementation strategy principles: subjectivity, openness, innovation, process and diversification.
(2) The path of implementing strategies in the comprehensive practical activity class of mathematics.
① Mathematics classroom teaching. First, daily teaching: dig deep into the comprehensive practical content contained in the textbook. Let students have more opportunities to learn and understand mathematics from familiar things around them, and let students get real feelings through being there; Second, cooperate with textbooks: cooperate with the comprehensive practical activities arranged by textbooks, carefully create situations, carefully arrange activities, and creatively carry out activities, so that students can fully feel the fun of practical exploration, the value of comprehensive application, and experience the close relationship between mathematics and life.
② Interdisciplinary infiltration and integration. The cultivation of practical ability cannot be confined to a certain discipline, and it is an inevitable trend to carry out interdisciplinary comprehensive practical activities. Therefore, mathematics comprehensive practical activity class should be combined with comprehensive practical activities, school-based courses and other disciplines.
③ Mathematical social practice activities. In the arrangement of mathematics curriculum, students should break through teachers, books and classrooms, broaden their learning fields and broaden their horizons. School, family, community and nature are all spaces for students to practice mathematics.
The general model of mathematics comprehensive practical activity class;
Mathematics comprehensive practical activity class is a learning activity in which students discover, choose and determine problems from familiar real life under the guidance of teachers and on the basis of existing knowledge and experience, and actively apply knowledge to solve problems. Generally speaking, we have to go through the following teaching processes: creating situations and asking questions; Provide time and space, explore independently: evaluate and reflect, and enrich experience. In short, it is "a problem that needs to be explored-reflection". They are relatively flexible. It can not only run through the whole class, but also be reflected in a certain teaching link, which is repeated many times. In this model, teaching activities include organizing mathematical activities, promoting thinking development and awakening students' potential. Students' activities include observation, operation, guessing, association, reasoning and communication.
(1) Create a situation and ask questions. Problems are the starting point of cognitive activities and also the beginning of research activities. No problem can be separated from a certain situation. The so-called problem situation is to create a kind of "disharmony" or "conflict" between the teaching content and the students' knowledge-seeking psychology, and introduce it into the situation related to the problem, thus forming the problem consciousness and stimulating the cognitive impulse. The following four points should be highlighted in creating problem situations: reality, timeliness, challenge and discipline.
(2) Provide time and space for independent exploration. Providing students with time and space for independent exploration is the central link of the comprehensive practical activity class of mathematics in primary schools. Whether students actively participate in activities and the quality level of the activities themselves directly affect the success or failure of classroom learning. In this link, the teacher's task is to provide research materials, determine research forms and choose research methods.
(3) Evaluate and reflect, and enrich experience.
① Group evaluation. In the process of communication, we often ask students: "How do you evaluate the research results of other students (groups)?" So as to guide students to evaluate and reevaluate. In this way, on the one hand, it can enrich students' activity experience and deepen their understanding of the problem; On the other hand, it can promote students to learn to appreciate, accept others, learn to evaluate and form a sound personality in the process of identifying and criticizing different viewpoints.
2 self-reflection. In other words, students examine and reflect on their own research process: how do I conduct research? What are your gains and experiences? Any questions? This kind of examination and reflection is the cognition of "cognition", the self-cognition and self-feedback of students' cognitive activities, and then adjust their cognitive activities according to the feedback information. On the one hand, students' reflection on their own learning process is conducive to their profound understanding of the various processes and steps they have experienced. Forming cognitive structure, summarizing learning methods and learning to learn: on the other hand, it is beneficial to cultivate self-regulation consciousness and ability, enhance subjective consciousness and improve learning consciousness.
3. Research content
(1) According to the situation of primary school students of all grades and the requirements of primary school mathematics teaching, integrate the curriculum resources of comprehensive practical activities of primary school mathematics, and develop lively curriculum content that meets the needs of students' cognitive ability, emotional attitude and so on.
(2) Research on the teaching strategy of comprehensive practical activities in primary school mathematics. Although the primary school mathematics comprehensive practical activity class is different from mathematics class, it also has a problem of teaching and learning, as well as a problem of teaching process. In teaching, it mainly studies how to construct open teaching and guide students to explore, discover, communicate and cooperate; How to provide conditions for students to communicate with each other in real life, so that different students can get different development.
(3) According to the content of the comprehensive practical activity class of primary school mathematics and the characteristics of primary school students of all grades. This paper explores the learning and activity mode of the comprehensive practical activity course of mathematics, determines the teaching time, space and procedure of the comprehensive practical activity course of mathematics in primary schools, and on this basis, constructs a general and operable teaching model.
(4) In the theoretical and practical research of mathematical practice, the evaluation of comprehensive practical activities in primary schools is discussed in order to improve teachers' teaching and stimulate students' learning.
Research achievements of verbs (abbreviation of verb)
1. Research conclusions and achievements
After more than a year of research, it has promoted the growth of students and teachers;
Student:
(1) Write about math diary, be a conscientious person in life, and record the mathematical problems in life. Instruct students to write an article on math diary every week, and describe their experiences in life in concise and clear language.
(2) Show your own works to stimulate students' enthusiasm for learning.
(3) Hold a math class meeting: advocate "learning by doing". Let students design, play and do what they can. Teachers should provide students with a broad space for activities, ample time and opportunities for self-expression, so that students can truly become the main body of activities. Teachers are organizers, guides, participants and collaborators, so that students can learn and play in a real environment. That is, let students participate in the process of knowledge generation and development in various operational inquiry and experience activities, actively discover knowledge, experience the ins and outs of mathematical knowledge, and cultivate the ability to acquire knowledge actively.
Teacher:
(1) Pay attention to the practicality of activities and flexibly use the activity forms of practical classes.
(2) Record students' learning process and teaching reflection in class, and exchange teaching reflection.
Research results:
(1) "On the Guiding Strategies of Comprehensive Practical Curriculum of Primary Mathematics" won the third prize of Pukou District Excellent Paper on Education. (paper attachment 1)
Comprehensive practical activity course is a practical course designed for students' life, and one of its core concepts is to highlight students' subjectivity. Based on the age characteristics of primary school students and the needs of the comprehensive practical activity course itself, this paper explores the guiding strategies of teachers in all aspects of comprehensive practical activities, so as to make students' dominant position in the activities more prominent and get real development.
(2) Carry out the school-level comprehensive practical teaching and research course "Harvest Orchard" (attachment 2 for teaching design and teaching reflection).
(3) Participated in the online training course of "Cognition and Practice of Mathematics Practice and Comprehensive Application in Primary Schools" in Nanjing, and was rated as an excellent student after passing the examination. (Annex 3 of the certificate)
2. Research reflection and prospect
Reflecting on the research process of this topic, I feel that there is still a certain distance from the idealized and standardized mathematics comprehensive practical activity class, and there are many problems to be solved. There are three main aspects-
1. insufficient research on the organization and teaching of activity classes. The practical activity class emphasizes the acquisition of direct experience and the cooperation of students, and the short time for primary school students to pay attention to it brings difficulties to teachers' classroom preparation and organization. How to strengthen students' effective use of teaching resources and how to get rid of the phenomenon of "students make trouble but don't listen" and "make trouble without stopping", although we have adopted certain methods in practice and accumulated some experience, it is still not ideal, and we will take this as one of the research focuses in the follow-up work.
2. The confusion of insufficient class hours. In practical teaching, there are some puzzles in using research-based learning. This way of learning will be limited by teaching objectives, teaching time, teaching content and teaching methods. Because the classroom pays more attention to the formation process of knowledge, a lot of time is spent on students' exploration activities, and the time for using feedback is relatively reduced, so it is difficult to complete the classroom objectives. Lack of class hours will become a new contradiction for students to learn; In independent inquiry, students with difficulties can't get timely guidance and help, and can't achieve very ideal results. This will also become one of the research focuses in our follow-up work.
3. Lack of * * consciousness in communication. The process of inquiry learning is a win-win process for teachers and students. In this process, teachers put students in the main position, and students become the actors of research; Students independently determine the research object, independently collect and sort out information, use existing knowledge, skills and experience, seek ways and means to solve problems, and then draw conclusions through analysis, discussion and demonstration. Students with different understanding abilities will always get a discovery of their own from their own perspective. They communicate with each other, inspire each other and explore together, and then make every "re-creation" colorful. For teachers, classroom teaching is not only the completion of the task of imparting knowledge, but also the embodiment of their own life value and development. In the diversified "dialogue" in the classroom, teachers and students share each other's thoughts, viewpoints and knowledge, exchange each other's thoughts, feelings and experiences, enrich the teaching content, realize mutual learning in teaching and make progress in interaction. Teachers' teaching practice is also a process of continuous reflection and improvement. Teachers link advanced teaching ideas with their own practical teaching experience, and through capturing, judging and reorganizing all kinds of new ideas, new ideas and new information in classroom teaching, the teaching process is dynamically generated in specific situations, and at the same time, their professional development and professional level are promoted.
Reference of intransitive verbs
1, Mathematics Curriculum Standard for Compulsory Education (version 20 1 1) was formulated by the Ministry of Education of China.
2. Shanghai Education Press, a primary school math teacher.
3. Wang Xingjian. The implementation strategy of comprehensive practical activities of mathematics in primary schools [J], Educational Art, 2007, (2), 43-44
4. Yan Xufeng. Let teachers and students grow up in comprehensive practical activities [J], Modern Primary and Secondary Education, 2003, (3), 29-30
5, Wang Zhongying, Liu Qiuju. Problems and Strategies of Comprehensive Practical Activities [J], China Teachers, 2005.