[Keywords:] differences in primary school mathematics teaching objectives
First, the differences in teaching objectives
Teaching objectives are the foundation, starting point and destination of teaching activities. When preparing lessons, every teacher should grasp the differences in thinking, personality and interests of each student under the guidance of teaching objectives and according to the different actual conditions of each student, and make a teaching plan for each class. In view of the individual differences of students, we should first study what students need, whether they can accept it or not, and whether they can develop it, so as to reverse the long-standing tendency of attaching importance to the study of things and ignoring the study of people. Starting from the study of students' "differences", students with learning difficulties are required to master the basic knowledge in teaching objectives; For middle school students and students who have spare capacity in their studies, they are required to "jump to get the fruit". This kind of teaching is based on our strengths, guided by the situation, and taught in accordance with their aptitude, guiding every student to participate in new knowledge and promoting the corresponding development and improvement of students at different levels.
Second, the interactive teaching process
Mathematics teachers in primary schools should seriously study the hierarchy of teaching and the flexibility of teaching methods, realize the differentiation of classroom teaching in accordance with their aptitude, and make all students "move" and let them "evaluate", "discuss", "say", "do" and "discuss" more. Give them a space and let them go forward by themselves; Give them some time to make their own arrangements; Give them a question and let them find the answer by themselves; Give them some difficulties and let them solve them by themselves; Give them a chance to grab it themselves; Give them a conflict and let them face it themselves; Give them the right to choose; Give them a direction and let them create for themselves.
For example, in the teaching of "Derivation of Rectangular Area Formula", we can use the form of "combination first, division second", so that each student can find and summarize the calculation method of rectangular area by using several small squares of 1 cm2. Although it takes more time than the formula for calculating the rectangular area directly given by the teacher, this teaching method better takes care of the individual differences of students, allows students to experience the joy after learning successfully, cultivates their abilities, and exerts the positive role of non-intellectual factors, so that students at different levels can develop.
Third, the autonomy of learning methods.
Method autonomy mainly refers to the independent choice of learning methods, independent decision of learning methods and independent adjustment of learning frequency. Teachers should break the stylized and formatted teaching mode, guide students to complete learning tasks according to their own ability, level, speed, time and way, advocate students to learn to think, and maximize the openness and freedom of teaching activities.
The openness of questions urges students to explore with knowledge and experience in their own way and speed, so as to experience the exploration and creation process of mathematical activities. Similarly, students' homework should be more selective, which can be divided into two parts: one part is the necessary exercise to consolidate new knowledge; Part of it is the choice of questions-open, expanding and exploratory questions.
Fourth, the diversity of ways of thinking.
Differences in learning are objective and inevitable. The theory of multiple intelligences put forward by Garnett, a psychologist at Harvard University in the United States, points out that everyone is an individual with multiple intelligences, and different combinations of intelligences cause intelligence differences among individuals. Facing the difference, whether to wait and see passively as the reason for the difference in students' academic performance, or to respond positively and develop it as teaching resources, these are the different manifestations of the two educational concepts in teaching behavior. The author believes that difference is not only the basis of education, but also the premise of students' development. As teachers, we should fully understand and respect students, cherish and develop differences as an educational resource, let students think and solve problems in their own way, and let every student get maximum development.
For example, in the course of "Basic Properties of Fractions", in order to create a personalized learning space for students, students can be guided to verify their guesses in this way: 3/4 = 6/8 = 9/ 12: "There are some materials on the plate in your drawer, so you can choose materials according to your own needs to verify your guesses. If you don't think you need these materials, of course. " This design not only provides students with the opportunity to choose freely in exploration activities, but also increases the challenge. Many verification methods are very creative, and some even have not been thought of by teachers. Increasing the selection performance provides a broad learning space for students' personalized learning and makes students' thinking truly independent and open.
Fifth, the incentive of teaching evaluation.
In classroom teaching evaluation, some teachers often only pay attention to the results and ignore the process. Just as there are differences in students' personalities, the evaluation criteria for students should also be different, and students' personalities, interests and so on must be taken into account. In other words, teachers' evaluation of students should be personalized. For example, use "Dare to express your different opinions, very good!" Encourage extroverted students; Use "You speak very well, introduce it to everyone loudly!" Encourage those introverted students; Encourage those students who dare to innovate with the language of "this idea is unique and refreshing, please say it again"; Encourage those students who are not good at words with the language of "draw their own ideas and it is worth learning"; Take care of those students who are slow-thinking but open-minded and eager to learn with the affirmation that "being good at listening and thinking is also a good study habit". These emotional comments fully show humanistic thoughts, which not only give confidence and encouragement to different individuals, but also promote students' questions and in-depth thinking, so that different individuals feel the care and expectation of teachers, thus generating the desire to study harder.
[References]
1. On the Difference Teaching in China [M] (Education Science Press, 2002)
2. Wang Zhu's Exploration and Practice of Inquiry Learning [M] (Shenyang: Northeastern University Press, 2005)
(Author: Guangpei Primary School, guanlan street, Baoan District, Shenzhen City, Guangdong Province)