Through the study of the new curriculum standards, I feel that this curriculum reform is not only a change of teaching materials, but a thorough reform of students' learning methods and a major reform of our teachers' teaching methods. The new curriculum pays attention to students' development and pays attention to the trinity development of students' knowledge and skills, processes and methods, emotions, attitudes and values. We teachers should also have a comparative understanding, thoroughly understand the spirit of curriculum reform, understand its requirements, flexibly change our existing classroom teaching mode, and correctly guide students to discover and learn mathematics to meet the development needs of the times. Let me talk about my feelings:
First, a better understanding of the basic concepts of the new curriculum, flexible use of teaching methods
I think a correct understanding of the basic concepts of curriculum standards is the key to learning, because the basic concepts are the navigation of teaching. For example, the original standard: the mathematics curriculum in compulsory education should highlight the foundation. Popularization and development make mathematics education face all students, and realize that "everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics". Revised standards: Mathematics curriculum should be devoted to the realization of the training objectives in the compulsory education stage, reflecting the foundation, popularization and development. The mathematics curriculum in the compulsory education stage should be geared to all students, meet the needs of students' personality development, and achieve "everyone can get a good mathematics education, and different people can get different development in mathematics". Both emphasize foundation, popularization and development. But the latter focuses on students' emotional attitude and ideological education in learning mathematics. This requires teachers to pay more attention to students' emotional attitude in learning, adopt effective teaching methods flexibly, arouse students' enthusiasm in learning mathematics, and make different students develop differently in mathematics.
Second, grasping the "four basics" is the key to developing students' mathematics.
In the past, when we analyzed the volume of transactions, we often mentioned the implementation of the two bases. Now we can talk about four foundations. I think the two new bases are very contemporary. I think grasping the "four basics" is the key to developing students' mathematics. Because the purpose of learning mathematics is to let students learn to think with mathematical thinking, experience mathematics in practical operation, accumulate experience in mathematical activities and lay a solid foundation for application.
Third, pay attention to cultivating students' habit of discovering and applying mathematics in their lives.
Mathematics comes from real life. Teachers should train students to perceive, learn and discover mathematics from real life and things around them that can be seen and touched at ordinary times. Teachers should not only let students connect the knowledge in books with life, but also often guide students to discover the mathematics around them, write down the mathematics around them, flexibly use the existing mathematical knowledge to think about problems, and form the habit of applying mathematics.
In a word, facing the challenge of new curriculum reform, we have a long way to go. We must correctly and profoundly understand the idea of the new curriculum standard, change the educational concept, use more brains, and try our best to keep the connection between mathematics and real life, so that students can do, understand and develop mathematics in the process of studying real problems from life experience and objective facts, and let them enjoy the fun of mathematics in their study.
Lessons learned from the new curriculum reform of primary school mathematics Facing the curriculum reform, how can we make students like mathematics from an early age, not afraid of mathematics, close to mathematics, and then willing to learn mathematics? It is mentioned in the new curriculum standard that effective mathematics learning comes from students' participation in mathematics activities, and the degree of participation is closely related to the emotional factors produced by students when they study. Teachers should create a relaxed mathematics learning environment for students, create a classroom situation that attracts students and encourages them to actively participate, so that students can learn mathematics actively, independently and confidently, exchange mathematics knowledge on an equal footing, and solve the problems they face through mutual cooperation. "Let students like mathematics" is one of the goals advocated by the new curriculum standards. Such a simple sentence is my dream. How to make students like math? The following are some of my feelings about learning the new curriculum standard:
First, let students enjoy lively and interesting mathematics.
Primary school students' self-control ability is poor, and some students' thoughts are still "wandering" in the classroom, so the simple classroom organization effect is not ideal. Therefore, the new curriculum design is very important. Meaningful and interesting lead-in can immediately attract students' attention, arouse students' curiosity, and seize students' curiosity, so as to mobilize students' initiative and enthusiasm in learning and make them naturally enter the best learning state. It is a child's nature to be active. Teaching mathematics knowledge in game activities, students are playing middle school and learning, and students learn interesting, relaxed, active and profound. In the game activities, students unconsciously learn new knowledge and consolidate new knowledge. Here, students' ideas have been well exchanged, their experiences have been well enriched and their thinking has been further expanded. This makes students like math more and more, and makes them more interesting and smarter.
Second, let students experience successful mathematics.
The theory of successful education tells us that success in learning can meet the needs of self-improvement in students' achievement motivation, enhance students' self-confidence, give students a sense of accomplishment, generate a powerful new internal driving force, and bring interest and motivation to learning. Therefore, teachers should pay attention to encouraging students to try, explore and experience success. We should recognize the individual differences of students, teach students in accordance with their aptitude, and be good at discovering and encouraging every student to make progress. Let all students have a chance to succeed, and everyone can experience different degrees of satisfaction and accomplishment.
Third, experience success in diversified evaluation.
The new curriculum standard points out: "We should pay more attention to students' learning results, their learning process, their mathematics learning level and their emotions and attitudes in mathematics activities." This requires our teachers to comprehensively and comprehensively evaluate students and use more encouraging comments. We should be more tolerant and less accusatory and allow students to make mistakes. We must clearly realize that each student's foundation is different and the process of learning mathematics will be different. If we use the same standards to measure and evaluate students' learning, it will inevitably create many losers. Therefore, the evaluation should be different from person to person, instead of using the same ruler, we should pay attention to evaluating the progress of individuals on the original basis and help them establish confidence in learning mathematics well.
I remember someone saying, "Interest is the best teacher." As long as we always put students first, strive to enrich ourselves and let students love and enjoy learning, we will certainly make progress in teaching.
Looking back on the new curriculum reform of primary school mathematics, I deeply realize that the new curriculum standard is student-centered everywhere, regardless of the arrangement of teaching content or the presentation form, with the aim of attaching importance to and cultivating students' ability. When I understand, master and use the textbook, I always regard it as the starting point and destination, give full play to the advantages of the new textbook, focus on the classroom, and strive to cultivate students' subjectivity and learning ability. Let's talk about my own experience:
First of all, teachers should become lifelong learners.
In order to enter the new curriculum and realize the curriculum objectives, teachers must have advanced educational concepts that are suitable for the new curriculum. In order to achieve this goal, teachers should first position themselves as "learners". On the basis of mastering solid professional knowledge, teachers should learn the latest achievements and knowledge in the frontier of natural science and social science research, and also learn and improve their understanding of people, the application of modern educational technology and educational research, and build a diversified knowledge structure so that they can not only teach, but also have their own educational pursuit and style. Modern teachers should be regarded as "a flowing river" instead of "a bucket of water". The idea of "filling a bucket of water and enjoying life" is no longer suitable for the development of modern society.
Second, change the teaching methods.
(1) Creating situations should serve teaching.
The creation of teaching situation should not only stimulate interest, but also require the situation to be closely related to teaching practice, students' knowledge background and life experience. It is impossible to serve teaching well if we just rack our brains to pursue fashion and fabricate teaching scenarios.
2. Encourage students to think independently, and guide students to practice, explore and cooperate independently.
In teaching, teachers should let students think independently in specific operational activities, encourage students to express their opinions and communicate with their peers. Teachers should provide appropriate help and guidance, be good at choosing valuable questions and opinions among students, and guide students to discuss in order to find the answers to questions.
In the teaching of "Space and Graphics", teachers should design colorful activities, so that students can further understand their own space and know some common geometric bodies and plane graphics through observation, measurement, folding and discussion. Through observation, comparison and imagination, students realize that what they see in different directions is different, and gradually develop the concept of space.
3. Strengthen estimation and encourage algorithm diversification.
Estimation is widely used in daily life. In this stage of teaching, teachers should seize the opportunity to cultivate students' estimation consciousness and preliminary estimation skills.
4. Don't pretend to be the master.
"Life-oriented mathematics teaching" is quite popular at present, but in practice, teachers often can't handle the relationship between mathematics and life, some contact for the sake of contact, some pursue the original flavor of life indiscriminately, and the life is full of flavor, but the cultivation of mathematical thinking is lacking. I think that although mathematical life is closely related to life, it is two different concepts and two different categories after all. Just as life is difficult to mathematize, the "protagonist" of mathematics class can only be mathematics itself forever. Mathematics learning can absorb interesting and beneficial examples in life to serve life, but it can't lose mathematics itself.
Third, for all students, pay attention to life mathematics and effectively improve mathematics literacy.
There is a phenomenon that mathematics educators attach importance to top students and ignore students with learning difficulties to varying degrees, which not only does not meet the requirements, but also affects the improvement of the overall mathematics level. In the usual teaching, we must face all the students, shift our focus, and start with the last student to achieve "a rising tide lifts all boats". Students' intelligence is different, so we should require different levels to make every student successful. Mathematics comes from life and serves production practice. We should also closely link with the reality of life and adjust the corresponding mathematics content, so as to teach students what kind of mathematics knowledge is needed in life, make the necessary knowledge and skills in middle school students' life become the goal and pursuit of mathematics teaching, and let students realize that mathematics is in daily life and its practicability.
In short, through the study, practice and application of the new curriculum reform concept, I have made great progress in teaching reform, especially in the cultivation of students' interest in learning and students' ability. In the future, I will actively provide a venue for the cultivation of students' creative ability, and also provide conditions for teacher-student exchanges and cooperative learning exchanges between students.
Experience from the new curriculum reform of primary school mathematics once again participated in the study of the new curriculum standards of primary school mathematics, which made me have a further understanding of the new curriculum standards and a new understanding of the arrangement intention of new textbooks, knowing that the new curriculum highlighted the foundation, popularization and development of mathematics learning. I have made it clear that in the future, I will strive to create a good teaching situation conducive to students' all-round development and let students actively participate in teaching. The following according to their own understanding of curriculum standards, talk about some experiences:
In classroom teaching, teachers should let students fully feel the ubiquitous mathematics in life, stimulate students' curiosity and passion, generate a strong desire to learn, and form a good psychological motivation. Inspire students with mathematical problems in life and improve their ability to solve practical problems.
Teachers prepare teaching methods and students' learning methods in the process of preparing lessons. The teacher noticed that he should have good language expression ability, standardized and skilled experimental operation, pay attention to the expression of words and the organization and management of students. Teachers should discuss how students learn when preparing lessons, and determine different learning goals according to different contents; Students of different grades should be instructed how to preview, listen to lectures, take notes, review and do homework. We should consider the cultivation of observation ability, imagination ability, thinking ability, reasoning ability and summary ability. The level of a teacher's teaching is not only the level of imparting knowledge, but also the level of cultivating students' learning ability.
The teaching process is a dynamic process of change and development, and there are bound to be many unexpected factors in this process. Even if the teacher fully considers the learning situation, there will be "unpredictable" things. Teachers should make full use of direct generating factors to show their teaching wit, instead of leading students by the nose. Teachers should create a democratic and harmonious classroom teaching atmosphere. Let our classroom be full of vitality, and teachers can truly establish a democratic relationship with equal personality and sincere cooperation in teaching. On the platform of teaching and learning, we should learn from each other, teach because of learning, and establish the consciousness of grasping teaching opportunities at any time, so that our classroom teaching will be more vivid, interesting and dynamic, and show the infinite charm of teachers. Pay attention to openness when asking questions in class. There is no unified thinking mode and ready-made answer. Students' answers are completely based on their own understanding, and the answers will be colorful. Teachers give affirmation or guidance at the same time, so that students' ideological understanding can be improved in the affirmation or guidance of teachers. To promote the dynamic generation of classroom teaching, we should give full play to teachers' teaching wisdom, and grasping is dynamic generation.
Evaluation includes summative evaluation and developmental evaluation. A comprehensive evaluation of students' progress and development in the fields of knowledge, skills, emotions and values in the process of learning aims to help students make improvement plans, promote development and motivate students' development. At the same time, the evaluation subject has changed from single to multiple. And constantly expand the evaluation subject, guide students to evaluate themselves correctly and objectively, cultivate students' sense of responsibility and make them grow up healthily.
Generally speaking, through the re-study of mathematics curriculum standards, I deeply understand the guiding ideology of the new curriculum standards, and deeply realize that as a teacher, we should take the development of students as the foundation, guide students to choose courses reasonably and make study plans; Help students lay a good foundation, improve their overall understanding of mathematics, develop their ability and application consciousness, pay attention to the connection between mathematical knowledge and practice, and pay attention to the cultural value of mathematics.