Classroom teaching is the main channel to achieve teaching objectives, and it has become teachers' knowledge. But how to achieve the overall teaching goal through classroom teaching? Teachers pay more attention to the goal of "knowledge and skills". Generally speaking, they can not only set specific goals, but also implement them in teaching. How to implement diversified overall teaching objectives in teaching and promote students' all-round development is a problem worthy of study. Next, I want to tell a short story about a young teacher who asked me to prepare lessons:
The content of the teacher's lesson preparation this time is "Knowing Clocks", the first volume of the first grade of the standard new textbook Beijing Normal University Edition. From the beginning, she told me with great interest that she planned to use multimedia to teach, made many "courseware" and showed various clocks and watches. The hands of clocks and watches are movable and exquisite, which can teach students about clocks and watches. I couldn't bear to interrupt her speech and ask her, "What is the teaching goal of this course?" She said frankly: "Teacher Hu, I haven't written it yet? However, I know to let students know the time at 1: 30. " I asked her again; "Do you know the diversified teaching objectives stipulated in the standard?" The young teacher replied, "Yes, I will arrange some math games and think about problems, but one class is not enough time to complete the four teaching goals!" " "At this time, we opened the textbook again. In the part of knowing clocks and watches, we arranged "Xiao Ming's Day", showing six situational pictures representing the daily life of primary school students, such as getting up, going to school, having lunch, extracurricular activities and sleeping in class, and the time marked on the clock face. This shows that it is necessary to contact students' lives and help them know clocks and watches. I asked her, "Does anyone in your class know clocks?" She said, "I know more than half", so I can make use of the students' existing life experience. How to inspire students to realize the necessity of knowing clocks and watches? The young teacher has a good idea. She said: "I put the clock in the courseware on the background, the clock in the family room, the clock on the wall of the school auditorium, the clock in front of the railway station ... to make students realize that the clock will bring great convenience to their lives and stimulate their enthusiasm for learning. I use the situation map in the textbook to ask the students to say "when is this" to each other in the group. When communicating with the whole class, I will ask my classmates to tell me how you can tell whether it is 6 o'clock or 7: 30. " I can't help but say, "In this way, students can not only know 6 o'clock and 7: 30, but also analogize to 7 o'clock, 8 o'clock, ... 12 hour;" At 8: 30, 9: 30, ... 12: 30, students are initially exposed to mathematical ideas such as abstraction, generalization and reasoning. " The more we talk about it, the more excited we get. The young teacher said: "I also want to contact the reality of students' life in our class." They only start classes at 8: 00 in the morning, 1 1: 30, 2: 00 in the afternoon and 3: 30 in the afternoon. Let the students dial the clock of their learning tools. "I also came up with an idea:" Finally, let students dial 7: 30, and then ask them what you are doing at 7: 30 in the morning (usually on the way to school) and what you are doing at 7: 30 in the evening (usually watching the weather forecast after the news broadcast with parents), which is conducive to cultivating students' concept of time and space. " The young teacher went on to say, "I can also use the last picture in the textbook to ask students when the sun rises and when it sets." In this way, we can inspire each other Unconsciously, the young teacher left. She said happily, "I know how to prepare lessons." Can you come to my class tomorrow? " I readily agreed, and the next day, I walked into the classroom as promised. The young teacher looks relaxed, the students are active and the classroom atmosphere is very pleasant. After class, the young teacher came up to me and told me that time is not tight at all, and I know how to formulate and implement diversified teaching goals. She sent me out of school happily, and I walked on the road, thinking: as long as our teachers fully realize the importance of realizing the basic starting point of mathematics curriculum is to promote the all-round development of students, and have the string to achieve the overall goal when preparing lessons, they will give full play to their intelligence, tap all aspects of teaching resources, organize effective mathematics activities, and promote the all-round development of students.