Keywords: problem, strategy, concept, target teaching method
Facing the new era, new students and future needs, looking back on the classroom teaching of primary school mathematics, I feel that there are indeed some problems. These problems have seriously affected the implementation of quality education and become the bottleneck of curriculum reform. To implement quality education well, we must start with classroom teaching, correctly analyze the problems existing in the current classroom teaching of primary school mathematics, and study the strategies to solve the problems, so that the classroom teaching of primary school mathematics can better meet the needs of quality education. This paper will analyze the problems existing in the current primary school mathematics classroom teaching from two aspects: teaching objectives and teaching methods. This paper puts forward some strategies to solve the problem from two aspects: renewing educational concepts, clarifying educational objectives, improving teachers' quality and improving teaching methods.
I. Existing problems
1, target unknown
Clear teaching objectives are the most basic requirements for teachers. Every teacher thinks that the teaching goal of each class is clear, but this is not the whole of our teaching task. The teacher's task is not only to teach students knowledge, but also to make them understand why and how to learn. Not only let students learn knowledge, learn to learn, but also learn to be a man.
This problem is reflected in the fact that teachers are only trying to complete the task of teaching materials in classroom teaching, rather than helping students complete their learning tasks. Its performance is that teachers occupy most of the classroom time, leading to teacher-centered teaching. Teachers' speeches and activities account for more than half of the classroom, and it is not uncommon to write on the blackboard for the sake of writing on the blackboard and demonstrate for the sake of demonstration. Reflected in the teacher's attitude is blunt and impatient, teaching for the sake of teaching. I have forgotten the educational effect of my behavior and attitude on students since class. I don't know that teachers' influence on students' behavior norms is much more important than the cultural knowledge they teach. In teaching, it is obvious that the students are helping the teacher to complete the teaching task, not the teacher is helping the students to complete the learning task.
The fuzziness of teaching objectives is also manifested in attaching importance to the goals in the cognitive field and ignoring the goals in the emotional field in classroom teaching. Only pay attention to the teaching of cultural knowledge and ignore the cultivation of students' study habits, interests and learning methods. Although these things are superficial and trivial, they reflect that teachers' educational thoughts are not really serving students.
2, the method is not appropriate
The reform of teaching methods is the main content of teaching reform for many years. Although great achievements have been made in this respect, teaching practice is still centered on teaching materials and teachers, rather than students. Reflected in the classroom teaching mode, it is in research teaching rather than research. Learning needs situation, and situation is an internalized process to a great extent. However, the present classroom teaching obviously highlights its externalization function. Originally, students' thinking and language are sometimes not completely synchronized. When they think about it, they may not be able to say yes, but whether they can say yes or not does not mean that they can say yes. However, students were originally required to be able to calculate on the basis of understanding arithmetic, but teachers should put more time and energy into oral English. Originally, students can learn to analyze and solve application problems, but they can spend time not letting students solve practical problems, but staring at several very abstract application problems to practice reasoning. Of course, the original intention of cultivating students' reasoning ability is good, but it affects students' learning of mathematics content, which is not worth the candle. In particular, it has greatly hit the enthusiasm of students in learning mathematics and stifled their creative consciousness. You know, most students' weariness of mathematics begins with boring and endless reasoning. Students' reasoning ability is gradually formed after understanding the problem to a certain extent. Students' ability to analyze problems is imagined rather than spoken. Only when your mind is at a low level does it mean that you have to do and say. Only by having something to say can we train students' oral ability, promote their thinking development and form a virtuous circle of thinking and language development.
Improper methods are reflected in the design of teaching process, that is, teachers completely arrange teaching procedures, and teachers make all preparations for students' learning without giving more consideration to students. Students are always in a state of being at a loss and passive, and only do some manual labor for the teacher's teaching. For example, when learning practical problems, teachers don't let students face new problems and want to solve them, but let students prepare the knowledge needed to solve them first. When learning the application problems of three-step calculation, let students do two-step and one-step application problems first, and then put them together to form the application problems they have learned. When students answer new questions, they don't have to think about solving problems at all. The teacher only leaves students with complicated calculations. Students don't know what the whole class is doing, and they follow the teacher's ideas completely. This method is very common and is not a good way to cultivate students' ability to analyze and solve problems.
In the face of the above problems, we should actively think of ways to find strategies to solve the problems, make the classroom a world for students, a paradise for students to grow up happily, and really play the role of the main channel for implementing quality education.
Two. Strategies for solving problems
1, update educational ideas and clarify educational objectives.
Educational concept is the ideology in teachers' teaching, which determines teachers' educational behavior. Now the speed of knowledge updating is accelerating, and people can't master all the knowledge. The main task of learning is to learn to adapt to society, to adapt to the times, to learn lifelong learning and to learn to survive. Every math teacher should understand his task and responsibility. In teaching, we should not only let students master certain basic knowledge and skills of mathematics, but also pay attention to cultivating students' thinking ability and spatial concept, cultivating students' interest in learning, establishing learning confidence and accepting ideological and moral education. It is our duty to cultivate high-quality talents, educating people first and then teaching, and educating people while teaching. Only in this way can teachers do a good job in every class from the perspective of cultivating talents. If you have this new educational concept, you won't lose your temper because students don't learn well; We will not design classroom teaching because of the pursuit of formal perfection; Students are not allowed to serve teachers in classroom teaching; You won't teach just to answer the test paper well. Mathematics classroom teaching will glow with new vigor and vitality, and a mathematics classroom teaching with humanistic consciousness will be presented to us.
2. Improve teachers' quality and reform teaching methods.
The quality of teachers directly determines the success or failure of curriculum reform. Teachers' quality includes many aspects, among which teachers' ideological quality and professional quality are closely related to classroom teaching reform. Due to the particularity of the nature of teachers' work, teachers must have high ideological quality. Teachers' professional ethics determines teachers' work performance in a certain sense. Although the quantification of teacher assessment is advocated, it is sometimes difficult to quantify the achievements of teachers' work. With the transformation from exam-oriented education to quality education, this feature has become more and more prominent. When implementing the 100 scoring system, teachers' achievements can be evaluated by quantifying students' scores. However, with the arrival of the hierarchy, this originally dynamic thing has also become blurred. This requires teachers to look at their work with a better attitude and a higher level.
The professional quality of mathematics teachers includes many aspects, the most important of which is the depth and breadth of mathematics knowledge and the understanding and mastery of primary school mathematics textbooks. In order to complete the teaching task well, primary school mathematics teachers must master the teaching materials from a certain height, make them easy to understand, and avoid the embarrassing situation that they are at the same level as students or even can't keep up. It won't happen that we always beat around the bush on some trivial issues, but those key issues pass by. We can only study the learning of primary school students from the height of grasping the whole knowledge system.
For example, some seemingly simple exercises in primary school mathematics textbooks actually contain profound truth. If you simply do it, you can't complete the teaching task well. But without profound mathematical support, it is difficult to explain clearly. Such as pigeon hole principle, permutation and combination, parity analysis, series summation, etc. These problems can only be explained clearly if students really grasp the essence.
The increase of new information in mathematics teaching and the appearance of new contents in teaching materials also put forward new requirements for teachers' professional quality, which requires our mathematics teachers to update their knowledge reserves at all times and walk in the forefront of students in order to do a good job in mathematics classroom teaching.