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What are the processes of primary school mathematics teaching under the new curriculum reform?
What are the processes of primary school mathematics teaching under the new curriculum reform? Student-oriented education is designed for students' learning, and it is a kind of quality education advocated and popularized by Professor Guo of Guangdong Institute of Educational Science. Its greatest feature is to highlight students, study, explore and cooperate, to do everything for students, to highly respect students and to rely on them in an all-round way. At present, our school is vigorously promoting the classroom teaching mode of student-oriented education, which has achieved initial results. In this paper, from the perspective of higher mathematics in primary schools, combined with my own teaching practice, I talk about the basic process of mathematics classroom teaching under student-oriented education:

The first session: two minutes before class.

Two minutes before class is a stage for children to show off, which brings them happiness, freedom and growth in these short two minutes. This link is the favorite of teachers and students. The students' confident hosting, wonderful display and rich content are really a feast with all colors, flavors and flavors. The content displayed by students is rich, including ancient mathematical poems, stories of mathematicians, important mathematical news, mathematical idioms, the origin of mathematical symbols and so on. It's really colorful, each with its own merits.

The second link: preliminary operation

The most important link in the classroom teaching of student-oriented education is to let students finish the homework assigned by the teacher. According to students' cognitive characteristics and life experience, design "homework before class" reasonably. Information literacy focusing on cultivating students' ability of information collection, processing and communication has become the basic literacy of every citizen in the new era. Pre-class homework includes two aspects: one is pre-class homework reservation. Teachers should pay attention to clear objectives in the design of homework before class so that students can clearly know what the topic is. A good homework design before class should be as enlightening, open and creative as possible, so that students can be trained in learning methods and thinking ability in the process of doing homework before class, and at the same time, the problems existing in students' self-study process can be exposed and discussed. The second is the homework completed in class. According to the actual situation, teachers move "preview" to the classroom, that is, at the beginning of the class, students are allowed to explore, practice and learn by themselves closely around the learning objectives and according to the teacher's "self-study guidance". At this time, students' learning is the unified action under the teacher's command, and it is the exploration, practice and learning that every student is carrying out. Students study within the specified time, which strengthens the concept of time and effectively cultivates students' autonomous learning ability.

The third link: group cooperative learning

As an idea, student-oriented education is student-oriented, life-oriented, all for students, highly respected and completely dependent on students. Student-oriented classroom, so that every child has the opportunity to innovate, so that everyone's wisdom shine. Group cooperative learning embodies this principle. My teaching process is: 1, showing the requirements of group cooperative learning; 2. The members of a four-person group began to study small research before class, and expounded their views in combination with the deepest feelings of the group members. Team members can complement each other and prepare to report to the whole class on stage. Four-person team members are suitable, and the composition is generally excellent, poor and excellent. Select students with excellent performance and strong management ability as the team leader, and the tasks of the team leader include division of labor, coordination, help and evaluation. The so-called division of labor means that when a group completes a task together, if there is no clear division of labor, students will be at a loss. For example, determine the tasks of the first, second, third and fourth speakers, choose a question after group communication, and then discuss the tasks of each student when preparing the report on the stage. The first speaker in the group is usually the students who are not good at speaking or have poor level, and the excellent ones usually speak last. Coordination means that in the process of division of labor, when a certain task can't give full play to a classmate's specialty and he has the desire to undertake other tasks, the team leader should coordinate. When the students in the group undertake a similar task for a long time and need to cultivate his other specialties, the group leader should coordinate. So every once in a while, I will ask the team leader to change the tasks undertaken by the team members according to the actual situation, so that every student can get various exercises. The task that the study group tells the whole class in math class is generally: 1. What is my example? 2. What is my solution? 3. What should I pay attention to when solving problems? 4. What is the question I don't understand?

The fourth link: group report

It is an important content of a class to reach an agreement in the group and report to the whole class. The requirement of group newspaper is: 1. Every primary school in the group should speak. 2. After the speech, the group leader should undertake the task of communicating and interacting with the students in the audience. After the speech, the group leader will ask: Does anyone have any comments, supplements or questions about our group's report? Then, the group leader should walk off the platform and communicate with other students or groups on behalf of the whole group. 3. The group leader should also undertake or designate other students to extract the central words of the speech and write them on the blackboard. 4. Each group should listen carefully to their own speeches, evaluate, supplement or question the contents of the speeches in time, and avoid duplication when supplementing. In the process of reporting to the whole class, the teacher's guidance is essential. The coach should master the following two points.

1. Dialing language should be as concise as possible and use as little time as possible.

2. Hugging should play the role of praise, encouragement and "receiving", "releasing" and "guiding".

The fifth link: teacher-student evaluation

The charm of students also lies in the diversity of their evaluation. Evaluation is a form of giving feedback to students' learning, and its purpose is to promote their all-round development. Within the education system, evaluation is not an end, but a means to promote teaching. Any extreme application will lead to the destruction of teaching ecology and the low teaching rate. The evaluation concept of the new curriculum reform also mentioned: "Establish an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic performance, but also discover and develop students' various potentials, understand students' development needs, help students know themselves and build self-confidence. "

In teaching, the usual evaluation methods mainly include the following:

1, spoken English: I often encourage my children when they make progress or behave well.

2. Writing style: Besides verbal compliments, I am also used to writing one or two heartfelt compliments in their books or notebooks, such as: You are great! Wait; We can also send letters of commendation, reward cards, special wands and so on. Let children feel the attention and affirmation of the teacher's efforts, thus encouraging children to learn and express more actively.

3. Evaluation of "stars": I usually give awards once a month (or two months), and select such things as "self-confidence stars", "listening stars" and "progress stars", and put the photos of those children on the computer as the desktop.

4. Title style: In addition, titles can be used to praise students. For example, children who perform vividly can be given the title of "excellent little actor" or children who comment on others' performances most pertinently can be given the title of "little critic".

Evaluation is also an indispensable part of group cooperative learning. Group cooperative evaluation has broken through the single learning mode of "homework evaluation" and "examination evaluation" in traditional subject teaching. The evaluation of students should not only reflect students' mastery of mathematical knowledge and skills, but also reflect the development of students' mathematical thinking, problem solving and emotional attitude. It should not only reflect the results of learning, but also reflect the process of learning. The evaluation criteria should be multidimensional, the evaluation methods should be diversified, and the evaluation subjects should be diversified, especially the evaluation of students' cooperative exploration, innovation and practical ability.

In addition to the above comments, there are positive comments among students. As they often say: who will communicate with us, who has problems, who has different opinions, who wants to add, who will evaluate me and so on. From these daily expressions, we can know how strong the atmosphere of mutual evaluation and learning among students is. In short, this diversified evaluation makes students fall in love with your classroom in free evaluation.

The sixth link: self-challenge.

Mathematics classroom exercise is an important part of a mathematics class, and it is an effective way to further understand knowledge, master skills, cultivate positive emotions and attitudes and promote students' in-depth development. Therefore, whether the exercises are effective in a math class will be the crowning touch of a class. Therefore, challenging exercises should be designed in class exercises, and students' unintentional attention can be attracted by games, puzzles and exercises. When students indulge in problem situations, their unintentional attention will turn into intentional attention and tend to be dominant, thus achieving the purpose of active inquiry.

Of course, the process of student-based classroom teaching can also be deleted according to the different class types in the above process, but the core part of student-based teaching should still be reflected in teaching.

What are the teaching changes in primary school Chinese classroom under the new curriculum reform? 1. Insufficient teaching AIDS. (Teachers' self-made teaching AIDS are too simple and not intuitive enough. In recent years, the state attaches great importance to the promotion of multimedia teaching, and the higher authorities have also increased the configuration of multimedia equipment in schools. However, the distribution of general teaching AIDS closely related to actual teaching is insufficient. Take our school as an example. When teaching the contents of cuboids and cubes, the teaching AIDS used by teachers were all configured more than ten years ago. Most of the teaching AIDS were damaged and could not be used, so the teachers had to make their own teaching AIDS. However, due to the simplicity and non-intuition, the self-made teaching AIDS can not achieve the ideal teaching effect.

Multimedia teaching is an armchair strategist. Every teacher often writes about the use of multimedia courseware when preparing lesson plans. How many people often use multimedia to teach mathematics in rural primary schools? Due to the incomplete configuration of multimedia equipment, teachers have insufficient training in this field and heavy teaching tasks, and they have no ability, energy and time to prepare multimedia courseware. Therefore, among the 30 teachers in different schools we surveyed, few can master multimedia teaching skillfully. Only when it comes to open classes will they devote a lot of energy or ask other teachers to help prepare courseware. As for when to use it next time, no one knows.

3. The arrangement of teaching materials is divorced from the reality in rural areas. The new curriculum reform aims to tell children that mathematics comes from life and serves life. It broadens students' horizons and distracts their thinking. However, the arrangement of teaching materials is inconsistent with the cognition of rural children in many places. For example, there is an exercise in Unit 7, Book 2, Grade 3: Show a bus stop sign stating that the fare within 10 km is 1 yuan, and 0.5 yuan will be added for every increase of 1 km. Ask the little girl how much it costs to sit in Guangming Street from Children's Paradise. This problem is a piece of cake for children living in the city, but because children in rural areas have never taken a bus and can't read the bus stop sign, no matter what the teacher says, the students still understand. Another example: there are problems about water meters in the exercises of grade five. Most students have never even seen a water meter, so no matter what the teacher says, they can't figure out what it is.

In the wave of new curriculum reform, classroom teaching, as the main position, has undergone tremendous changes, with richer teaching forms, smoother communication between teachers and students, and more intense interest of students in learning ... However, many classrooms show a tendency of laissez-faire behind the excitement, and the teaching efficiency is not ideal. For example, in Chinese classroom teaching, students' writing is reduced, their pronunciation is reduced, and the taste of Chinese is getting weaker and weaker ... As a Chinese teacher, it is necessary to calm down and think about how to improve the effectiveness of Chinese classroom teaching in primary schools and make the Chinese classroom in primary schools glow with vitality. (1) research textbook-the prelude to effective teaching. In my opinion, to implement effective teaching, we must first make clear the objectives, study the teaching materials deeply and design the teaching skillfully. (remaining 2325 words)

How to construct the teaching design of primary school mathematics under the new curriculum reform At present, the new curriculum reform has been vigorously carried out in primary schools in Qiongzhong County. Fu Yongdong, deputy director of the Education Bureau in charge of the new curriculum reform, put forward many new ideas, new spirits and new requirements about the new curriculum reform, such as: everyone learns valuable mathematics, and different people get different development in mathematics; There is mathematics in life, and there is life in mathematics; Pay attention to students' emotions, attitudes and values; Advocate inquiry learning, group cooperative learning, etc. As a vice-principal who has been in charge of school teaching for many years, I think that in order to improve the quality of school mathematics teaching in an all-round way, we must understand the development of today's education situation, master the concept of new curriculum reform, guide students to carry out mathematics teaching activities purposefully according to the arrangement of new mathematics curriculum standards, follow the psychological law of students learning mathematics, and emphasize starting from their existing life experience. Attach importance to cultivating students' innovative consciousness and practical ability. Based on the development of the new curriculum reform in our school and my previous teaching experience, I will talk about some experiences on how to teach mathematics well in primary and secondary schools in the new curriculum reform: 1. Teachers must grasp the characteristics of new mathematics textbooks and determine effective teaching objectives.

The main feature of the new mathematics curriculum textbook is to connect with the reality of social life, primary school mathematics teaching and students' learning, so that students can feel that mathematics knowledge is everywhere in life and society and mathematics is around them. Therefore, effective teaching objectives should be determined according to different contents in teaching. On the basis of students' original knowledge and life experience, it emphasizes methodology, experience, comprehensiveness and development, and combines the main knowledge of the subject. Carefully plan exercises, carefully design autonomous, inquiry and cooperative learning activities, and introduce autonomous learning methods to help students consolidate and expand their subject knowledge, change their learning methods, effectively promote the improvement of their subject learning effect, gradually learn to learn, and strive to realize the desire and ability to cultivate students' lifelong learning; Most of our school are rural students. Because we are located in mountain villages, we should pay special attention to the students' physiological and psychological status and knowledge development level in these mountain villages, strengthen the comprehensive application of multidisciplinary knowledge and the cultivation of comprehensive ability, and guide students to strengthen the application of disciplinary knowledge through diversified learning activities such as practice, observation, experiment, discussion, production, evaluation, investigation and research, and creation. We should not only pay attention to the process and results of students' mathematics learning, but also pay attention to students' scientific attitude, scientific spirit and creative ability.

Second, strengthen the connection between mathematics and life, so that students can turn learning mathematics into concrete feelings and experiences.

Primary school mathematics is the foundation of mathematics education and the beginning of children's lifelong learning of mathematics. How to show a colorful world of mathematics in front of children, make abstract and boring mathematics lively and interesting, let children love mathematics from the heart and actively use mathematics. I think the key is to strengthen the connection between mathematics and life, turn abstract and unfamiliar mathematics into concrete feelings and experiences, and make mathematical knowledge come alive. The research of modern children's psychology shows that when students study mathematics, their psychological activities cannot be separated from the support of concrete things. Moreover, primary school students have a strong sense of learning and are very kind and interested in familiar life scenes. Only when mathematics no longer keeps a straight face, but is closer to the reality of children's lives, will they be interested in learning and enter the role of learning, and can they truly feel and experience the charm and value of mathematics. Enhance confidence in understanding and application. In teaching, we should pay attention to the familiar life prototype of students, arouse their existing life experiences and feelings, and make learning a heartfelt demand of students. For example, when I saw a teacher teaching the first part of the teaching version in an online teaching video, the teacher introduced it like this: Before class, the teacher deliberately put the eraser on the border above the blackboard. During class, the teacher pretended to be surprised and said: Hey! A student came to the podium to get it, but because he was short, he jumped up to get it. It obviously took a lot of effort, but he still couldn't reach it. The teacher smiled and said, I'll get it. The teacher took down the eraser and asked, students, why did he get it just now, but I succeeded so easily? Students have spoken: because the teacher is tall and the students are short; Said that the teacher is taller than him and he is shorter than the teacher; Teacher, you have grown to the blackboard, and it will be enough at once. According to the students' speeches, the teacher immediately asked the students who had just taken the eraser to come up and stand next to the teacher, and then guided the students to express themselves in complete language. The teacher concluded: It seems that in life, we often need to know who is tall and who is short, so that we can deal with problems according to different situations. Today, we will learn to compare heights together.

I think this teacher's lead-in design is very novel, which embodies new ideas and new teaching methods, makes students understand the importance of tall and short people in laughter, feels the happiness of learning in specific feelings and experiences, and stimulates their interest and emotion in learning.

Thirdly, we should pay attention to cultivating students' exploratory thinking in mathematics teaching.

The new curriculum reform advocates students' active observation, hands-on operation, bold speculation and cooperative communication. Effective mathematics learning activities can not only rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are the main ways for students to learn mathematics. Under the brand-new educational concept, the role of teachers, teaching methods and students' learning methods have undergone fundamental changes, especially the highest point of exploratory thinking in mathematics teaching. It is unconventional, seeks change, and considers problems at multiple levels, angles and directions. In my opinion, to cultivate students' inquiry thinking in mathematics teaching in primary schools with many rural students, we need to pay special attention to the following aspects: 1 Cultivate students' interest in learning mathematics. If students are interested in learning mathematics, their whole psychological activities will be active. They will concentrate on their studies and truly master the concepts, properties and basic laws of mathematics. 2. Cultivate students' good thinking ability. Because of good thinking ability, students can change from knowledge to intelligence and learn to think comprehensively. For example, a problem in the application problem of senior primary school needs extensive thinking, so teachers must let students think more and think more. Only in this way can students form the habit of good thinking ability. In addition, timely encouraging and stimulating students' interest in learning is also a good way to form students' good thinking ability. Therefore, "Mathematics Curriculum Standard" clearly stated in the overall goal that students should learn to observe and analyze the real society by solving problems in daily life and other subjects, and take mathematical thinking as one of the four major goals of primary school students' mathematics learning. This article lists the specific explanations separately. For every math teacher, how to make students observe things in real life from a mathematical point of view, learn to think in a mathematical way, explain phenomena in a mathematical language, and understand the world from a mathematical point of view can also make students interested in math learning. According to the requirements of the new curriculum, only scientific, reasonable and effective teaching can get twice the result with half the effort.

In a word, the new curriculum and new ideas will always impact our minds, and our classroom will bring a lot of thinking to primary school mathematics teaching. Facing the new curriculum reform, we all have to go through the process of distress, reflection, exploration and practice. In this process, we should creatively study mathematics curriculum standards, creatively control teaching materials, and constantly adjust ourselves to achieve our goals. In the classroom teaching reform, every teacher's concept change, knowledge update and action research are reflected in every teaching activity, so that the primary school mathematics teaching reform is no longer empty talk, and the primary school mathematics teaching can have substantial changes.

What has been added to the new curriculum reform of primary school mathematics? 1. Added the part of students' autonomous learning.

2. Increase students' divergent thinking.

3. Increase contact with reality

How to prepare lessons from primary school mathematics teaching experience 1 Prepare the textbooks well.

1, carefully study the syllabus and clarify the teaching purpose.

Teaching purpose is the starting point and destination of all teaching work, the soul of teaching work and the basis of teaching evaluation. To evaluate a class, we should first look at whether the curriculum is appropriate, whether the teaching measures taken to complete the purpose are appropriate, and how the teaching purpose is completed. In other words, a math teacher should first determine the teaching purpose when preparing lessons, and then consider what measures should be taken to complete the teaching purpose. In order to clarify the teaching purpose, he must study and study the syllabus.

2. Proceed from the whole, systematically analyze and study the teaching materials.

Mathematics is a highly systematic subject. Therefore, math teachers should prepare lessons carefully and thoroughly according to the principle of whole-part-whole. This requires teachers to master the overall structure and arrangement system of primary school mathematics textbooks, and master the position and role of each part in the whole. They should study the interrelation of each part of knowledge, thoroughly understand the key points, difficulties and keys, and carefully design teaching plans. If a section is prepared and taught in teaching, they will not understand its position in the whole.

Teachers should not only have a comprehensive understanding of the teaching materials, but also deeply understand the editors' intentions. Whether the editor's intention can be understood is an important sign to measure the teacher's understanding of the textbook.

3. Grasp the key points and identify the difficulties.

Whether to evaluate a math class with traditional views or new teaching concepts, whether to highlight key points, break through difficulties and achieve teaching objectives is a very important factor to measure the success of a math class. Therefore, when preparing lessons, we must pay attention to the key points and identify the difficulties.

Emphasis is often the starting point and main part of new knowledge. Give prominence to the key points when preparing lessons. In a class, first of all, we must ensure that the key content has time to focus, closely focus on the key points, guide and inspire students to strengthen their understanding of the key content, so that they have the key points in their hearts, the key points in the class, and the whole class has a soul.

4. Creative use of teaching materials

Creative use of teaching materials is the basic quality that an excellent teacher should possess. Only by creatively using teaching materials can we achieve the perfect unity of teaching content and teaching methods and means, organically combine the universality of teaching materials with the particularity of teaching practice in this region and our country, meet students' needs for learning content and teaching methods to the greatest extent, fully mobilize the enthusiasm of both teaching parties and improve teaching efficiency.

Second, we should prepare a teaching plan.

1, according to students' cognitive rules, carefully design teaching links.

The process of students learning new knowledge is a step-by-step process from known to unknown, from easy to difficult, from shallow to deep, from concrete to abstract, from perceptual to rational. When preparing lessons, we should carefully design teaching links according to this law, and flexibly arrange the order and primary and secondary positions of each link according to the teaching content and students' foundation.

2. Inspire students' thinking and carefully design questions.

Inspired thinking is the soul of classroom teaching, while mathematical thinking comes from problems. Therefore, we should pay attention to creating problem situations when preparing lessons. Learning begins with thinking, and thinking comes from doubt. We should consciously set up some confused questions, subtle questions and difficult questions to inspire students' thinking, and design the process of students learning new knowledge as a process of re-creation.

3. Appropriate choice of teaching methods

In recent years, many teachers have clearly realized the change of the teaching purpose of primary school mathematics in China, from focusing on results to focusing on teaching process in the past, and have made corresponding reforms in teaching methods, changing the traditional teaching methods that focused on imparting knowledge in the past. Some new teaching methods have emerged one after another, focusing on the use of enlightening teaching methods that help develop students' intelligence, and achieved good results.

It is often said that there are methods in teaching, but there is no definite method. What is important is to get the correct method. There are many methods of mathematics teaching in primary schools, and each method has its own characteristics and scope of application. As long as it can stimulate students' interest in learning, improve students' enthusiasm for learning, help cultivate students' thinking ability and help them master and use what they have learned, it is a good teaching method.

How to allocate time reasonably in a class of primary school mathematics is an essential skill, so it takes 3-5 minutes to practice oral calculation before each class, and 8- 15 minutes for students to learn by themselves (mainly reading the contents of the new class, they didn't have the ability to preview at first, and you read mainly to cultivate students' ability to learn by themselves), 10 minutes to concentrate (patrolling the classroom to find problems and highlight them).

How to review the math review class in primary school in the new curriculum reform is better than postponing it, but it is not as early as possible. The best time to review depends on one's study habits and the nature and difficulty of the course. Listening to lectures is more demanding, there are many problems, and it should be timely; Basic understanding in class, review is only a time of in-depth study, every one or two days, the impact is not great. The concepts and principles of the course are abstract and confusing, so review should be timely; Lectures are mainly narrative contents, which are consistent with the contents of books, and can also be reviewed at intervals.

On the innovation of primary school mathematics curriculum under the new curriculum reform. We can adjust the curriculum structure appropriately, for example, take the flip classroom as an example, and then communicate with students in proportion during the teaching process.

How to make the last 20 minutes of primary school mathematics practice more effective How to improve the effectiveness of primary school mathematics classroom practice The primary school mathematics syllabus clearly points out that "practice is an important means for students to master knowledge, form skills and develop intelligence". It is true that our students actively carry out thinking activities with the help of various exercises arranged by us, and then complete their learning tasks.