(a) the core concept 1. The definition of effective mathematics teaching in Curriculum Standard "Mathematics Curriculum Standard for Full-time Compulsory Education (Revised Draft)" points out that mathematics activities are a process of joint participation, communication and interaction between teachers and students. Effective mathematics teaching activities are the unity of teachers' teaching and students' learning, students are the main body of mathematics learning, and teachers are the organizers and guides of mathematics learning. 2. Regarding the definition of "classroom teaching effectiveness" in the research project, the research group believes that the effectiveness of classroom teaching means that students have completed their learning tasks with the guidance, organization and help of teachers, and achieved the expected progress and development. Among them, development includes the development of three dimensions in three-dimensional goals; The development of students' wisdom; Reproductive development; Future-oriented development. To improve the effectiveness of mathematics classroom teaching is to carry out mathematics classroom teaching as little as possible, so that students can complete their learning tasks and get more progress and development. (II) Research Purpose and Significance Effective primary school mathematics teaching should spend as little time as possible in classroom teaching, so that students can complete their learning tasks and get more progress and development. However, in the classroom observation of primary school mathematics, we found that many teachers' teaching behavior is different from the new curriculum concept, and the classroom teaching efficiency is low. The main manifestations are as follows: the teaching goal is unclear, the focus is not prominent, the "result" is emphasized over the "process", the practice is not accurate enough, and the result is half the effort; Students' dominant position is not prominent enough (such as "independent inquiry" is not enough, the process of "cooperation and communication" is short, and the participation of all staff is not enough); Insufficient academic ability training, students' learning ability is not strong; Classroom evaluation is superficial and lacks guidance and encouragement. In order to solve these problems, combined with the "2009 Project Guide of the Eleventh Five-Year Plan of Yunnan Educational Science Research", we conducted a study on "Improving the effectiveness of classroom teaching of mathematics in primary schools". This study focuses on the long-term development of students, constructs scientific and reasonable teaching values with students as the main body, and explores operational strategies to improve the effectiveness of primary school mathematics classroom teaching, thus improving the effectiveness of primary school mathematics classroom teaching, guiding primary school mathematics teaching practice in a wide range, and further improving the quality of primary school mathematics classroom teaching. It is a research with strong pertinence, maneuverability and practical significance. (3) Research contents and assumptions 1. Research content (1) Learn relevant theories and existing research results, and seek the core idea of this study; (2) Rational analysis of inefficient behavior in primary school mathematics classroom teaching; (3) Explore the operational strategies to improve the effectiveness of primary school mathematics classroom teaching. 2. The research hypothesis of improving the effectiveness of primary school mathematics classroom teaching can not only transform and apply the relevant systematic research results at home and abroad to the research of improving the effectiveness of primary school mathematics classroom teaching, but also realize the transformation and appreciation of the existing research results, and can also provide reference for the research of classroom teaching effectiveness in other disciplines and drive the research of classroom teaching effectiveness in other disciplines. It is a research with strong pertinence, maneuverability and practical significance. Two. Research background and literature review (I) Related research results The idea of effective teaching abroad originated from the science teaching movement in the west in the first half of the 20th century. The more influential teaching theories and models in the West include Vygotsky's theory of children's proximal development zone and optimal teaching stage, zankov's theory of teaching and development, babanski's optimal teaching and Bloom's theory of target classification. From this, we can explore the effectiveness of teaching. The research on effective teaching in China began in the second half of 1990s, and the most representative one is Professor Cui Yunkuo's Ideas and Strategies of Effective Teaching. Professor Cui clearly defined the connotation and core concept of "effective teaching" and put forward the concept of effective teaching. There is also Professor Ye Lan's experimental report on "New Basic Education" and its reconstruction of teaching values, teaching process and teaching evaluation, which provides extremely valuable theoretical and practical basis for the study of effective teaching. However, looking at the research at home and abroad, most of them focus on macro-theoretical research, which can be directly used to guide the relatively micro-operational strategy research of improving the effectiveness of primary school mathematics classroom teaching, and further exploration is needed by colleagues. Based on this, we put forward the research topic of "Improving the effectiveness of primary school mathematics classroom teaching", focusing on the operational strategies to improve the effectiveness of primary school mathematics classroom teaching, with a view to guiding primary school mathematics teaching practice in a wide range and further improving the quality of primary school mathematics classroom teaching. (II) The theoretical basis of the study 1, The Mathematics Curriculum Standard for Full-time Compulsory Education and the revised edition of the Mathematics Curriculum Standard for Full-time Compulsory Education point out that mathematics activities are a process in which teachers and students participate, interact and influence each other. Effective mathematics teaching activities are the unity of teachers' teaching and students' learning, students are the main body of mathematics learning, and teachers are the organizers and guides of mathematics learning. Mathematics teaching activities must stimulate students' interest, arouse their enthusiasm and stimulate their thinking; Attention should be paid to cultivating students' good study habits and mastering effective learning methods. Students' learning should be a lively, active and personalized process. In addition to learning, hands-on practice, independent exploration and cooperative communication are also important ways of mathematics learning. Students should have enough time and space to experience activities such as observation, experiment, guessing, verification, reasoning, calculation and proof. Teachers' teaching should be based on students' cognitive development level and existing experience, face all students, pay attention to heuristic and teach students in accordance with their aptitude, and provide students with sufficient opportunities for mathematics activities. We should properly handle the relationship between teachers' teaching and students' autonomous learning, take effective measures to inspire students to think, guide students to explore independently, and encourage students to cooperate and exchange, so that students can truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods, get necessary mathematical thinking training, and gain rich experience in mathematical activities. 2. Cui Yunkuo's "effective teaching" theory Cui Yunkuo believes that effective teaching pays attention to students' progress or development, and teachers must establish students' dominant position and establish the idea of "all for students' development"; Effective teaching pays attention to teaching efficiency and requires teachers to have the concept of time and efficiency; Pay attention to measurability or quantification in effective teaching, such as making teaching objectives as clear and specific as possible; Effective teaching requires teachers to have reflective consciousness; Effective teaching is also a set of strategies. 3. Vygotsky's "zone of proximal development" theory Vygotsky believes that children's psychological development has two levels, namely, the existing development level and the "zone of proximal development". "Teaching should be ahead of development" and "Teaching creates the nearest development zone". Teaching can only promote the development of students by starting from the individual differences of two levels, transforming the nearest development zone into the existing development level and constantly creating the higher-level nearest development zone. The problem of classroom setting should be located in the "nearest development area" of students' intelligence. The so-called "pick a burden and let the students jump". If the problem lies in the current level of development, students can pick peaches without jumping, which will not stimulate students' thinking and promote their intellectual development. However, if the problem lies outside the nearest development zone, even if the students try harder, they will not be able to pick the "peaches", which will also not stimulate their thinking and promote their intellectual development. 4. The optimization of babanski's "optimization" theory teaching process is the core of babanski's educational thought. He pointed out: "The optimization of teaching process is based on the comprehensive consideration of teaching laws, principles, modern teaching forms and methods, the characteristics of teaching system and internal and external conditions, starting from established standards, so that the process can play the most effective (that is, optimal) role." According to babanski, the most important criteria for optimization are effect and time. All teaching activities should make teachers and students spend the least necessary labor time and achieve the best results, that is, to improve the teaching quality without increasing the burden. 5. Bloom's mastery of learning theory and theoretical points of learning: (1) More than 90% of students can master more than 90% of learning objectives, and the difference is only the length of time; (2) Formative evaluation and comprehensive summative evaluation are adopted. Third, research design (1) The research object is the mathematics classroom teaching of Chang 'an Primary School 1-6 grade. The emphasis is on the classroom teaching of experimental class and experimental control class (three classes in grade six). (2) Research methods 1. With the help of the internet and related books, the literature method learns relevant theories, summarizes reflections, rebuilds scientific and reasonable teaching values, and seeks theoretical support for the research of this topic. 2. Use the method of investigation to investigate the inefficient behavior of primary school mathematics classroom teaching and make a rational analysis. 3. The experimental summary method mainly adopts the experimental research of classroom teaching. Through a certain period of experiments, summarize the stage experiments and find out the advantages and disadvantages, so as to better improve the mathematics classroom teaching methods and improve the classroom teaching efficiency. (3) The first stage of research implementation steps (August 20 10—10/February 0): the work and achievements in the preparation and start-up stage 1. Make an experimental research plan and implement the tasks of the members of the research group. On September 5, 2065438+00, 10, the research group held a meeting to discuss and formulate the Implementation Plan for Improving the Effectiveness of Mathematics Classroom Teaching in Primary Schools, and arranged the division of labor for the members of the research group. Pan Xiande and Fu Bing are responsible for formulating and improving the implementation plan of the project research; Mao, Wang Huaiwei and Huang Tianshou are responsible for organizing the study of relevant theories, summarizing and reflecting, rebuilding scientific and reasonable teaching values, and seeking theoretical support for this study. Wang Zhongwen, Liu Changyu, Wang Huaiwei and Huang Tianshou are responsible for going deep into the primary school mathematics classroom, rationally reflecting and analyzing the inefficient behaviors in teaching, and constructing operational strategies to improve the effectiveness of primary school mathematics classroom teaching; Huang Tianshou, Yan Yang, Ye Luo and Zhou Jifei are responsible for constantly improving the operational strategies to improve the effectiveness of primary school mathematics classroom teaching through experimental verification and case analysis. Organize and analyze the research data of the subject, make a final demonstration of the research conclusion, introduce the research results, and do a certain range of promotion work to form the conclusion report of Wang Zhongwen, Liu Changyu and Wang Huaiwei. 2. Thinking about theoretical study. 2065 438+00-2065 438+065 438+0 organized the members of the research group to study relevant theories, sum up and reflect, rebuild scientific and reasonable teaching values, and seek theoretical support for this study. It mainly introduces the mathematics curriculum standard of full-time compulsory education, Cui Yunkuo's theory of "effective teaching", Vygotsky's theory of "zone of proximal development", babanski's theory of "optimization" and Bloom's main learning theory. At the same time, the teachers of the research group are also organized to write teaching papers and experience articles in combination with the actual mathematics teaching in primary schools, and contribute to educational journals at all levels or participate in evaluation activities of teaching papers at all levels. 3. Prepare the opening report. 2010165438+125 October, the research group held a meeting to discuss and decide the time, place, participants and agenda of the project opening report, and determined that the project leader would make the opening report. On the afternoon of 2065438+00, 2065438+00, the theme opening report will be held in Chang 'an Primary School. At the meeting, Kun Li, the headmaster of the township central school, made a mobilization speech and read out the notice of project establishment; Wang Zhongwen, the project leader, made the opening report; Chen, the representative of the township center school, put forward opinions on behalf of the evaluation expert group; Teacher Fu Bing, a member of the research group, made a speech on behalf of the research group. The opening report meeting pointed out the direction for the research group and made the teachers involved in the research clear their tasks. According to the guidance of the leaders and experts attending the meeting, the research group further revised the Implementation Plan for Improving the Effectiveness of Mathematics Classroom Teaching in Primary Schools. The second stage (20111-July): the main work and achievements in the implementation stage are studied. 1. Determine the experimental class and experimental control class. 20 1 1 Feb. 25th, 2008 In order to make the experimental research go smoothly and ensure that it is convenient to verify and analyze the experimental effect scientifically and objectively, the research group made a scientific analysis of three classes in the sixth grade of Chang 'an Primary School, and compared their math average scores in the spring semester of 20 10 respectively. Finally, it is determined that the class whose average math score is in the middle level is the experimental control class. Class six C is the experimental control class, while Class six A and Class six B are the experimental classes. Comparison table of average math scores before experiment between experimental class and control class Grade 6 Class C (control class) Class A (experimental class) Class B (experimental class) 20 10 Spring (before experiment) 76.578.575.5 The gap between experimental class and control class (before experiment) -+2- 1 As can be seen from the above table, The math scores of the three classes are not much different, and they are basically at the level of balanced development, which is convenient for objective verification and analysis of experimental results in the future. 2. Rational reflection and analysis of inefficient behavior in teaching, and preliminary construction of operational strategies to improve the effectiveness of primary school mathematics classroom teaching. 2011From February 26th to March15th, the project research group organized the members of the research group to go deep into the primary school mathematics classroom to reflect and analyze the inefficient behaviors in teaching, and held a meeting to discuss and study the operational strategies to improve the effectiveness of primary school mathematics classroom teaching. (1) Reflection on inefficient behavior in primary school mathematics classroom teaching.