According to the requirements of the new curriculum standards, follow the children's cognitive laws, and combine the characteristics of teaching materials, I have formulated the following teaching objectives:
1. In specific life situations, let students feel and know the mass unit grams and kilograms, and initially establish the concepts of 1 gram and 1 kilogram; Yes 1 kg = 1000 g.
2, understand the balance and the method of weighing the mass of the object with the balance, and can carry out simple mass calculation.
3. On the basis of establishing the concept of quality, cultivate students' awareness and ability to judge the quality of objects; Through observation and operation, let students know how to look at the scale and cultivate their hands-on operation ability.
4. Cultivate students' independent exploration spirit and enhance their life consciousness.
The above goals permeate each other in teaching activities, forming a combination of moral education, intellectual education, knowledge and ability.
Connecting with students' reality and determining teaching objectives
The teaching goal is the first clear problem in preparing lessons. After all, it determines the teaching content, teaching structure, teaching methods and teaching organization form of a class and plays a guiding role.
Studying teaching materials carefully is the primary basis for determining teaching objectives. To formulate teaching objectives, we must take the syllabus as the criterion and the teaching materials as the basis, make clear the position and role of the teaching content in the whole primary school mathematics teaching, and reasonably determine the degree of achieving the teaching objectives. Combined with teaching practice, carefully study the teaching content of each class and accurately grasp the teaching materials. Only by accurately grasping the teaching materials can we highlight the key points and grasp the key points.
A deep understanding of students is the necessary basis for determining teaching objectives: do students have the necessary conditions to learn new knowledge, what knowledge do students have and how many students don't? What knowledge can students teach themselves and what knowledge needs to be taught by teachers? What places can be the highlights of students? Only with a fairly accurate and profound understanding of students can we formulate practical teaching objectives, thus truly embodying the principle of teaching students in accordance with their aptitude.
In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; teaching
Materials and supplementary teaching materials. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will realize the great happiness brought by innovation.
Multi-dimensional evaluation indicators of primary school students' mathematical quality do not exist independently, but penetrate and blend with each other: the development of students' "knowledge and skills" indicators promotes the cultivation of their emotions, attitudes and values, and also promotes the development of their comprehensive applied mathematical ability; The cultivation of "emotion, attitude and values" directly affects the development level of students' knowledge and skills and the achievement of comprehensive application of mathematics in thinking and solving problems. It can be seen that the multi-dimensional evaluation index of primary school students' mathematical quality has constructed a virtuous circle system and realized "emotional attitude and values" and "knowledge and skills"? The integration of the four goals of "thinking about mathematics" and "solving problems" has promoted and improved the all-round development of students in mathematics learning.
In the new curriculum environment, teachers are the organizers, guides and collaborators of students' learning activities, so teachers are still one of the evaluation subjects that cannot be ignored in teaching evaluation. In the evaluation of teachers, the focus is on how to make teachers comprehensively and objectively evaluate students' mathematics learning level, be good at capturing the bright spots of each child and evaluate each student's personality. Based on this understanding, we have four goals: emotional attitudes and values, knowledge and skills, mathematical thinking and problem solving; teachers are required to evaluate students' unique personalities in emotional attitudes and values in concise and enlightening language; Evaluate the development of students' knowledge and skills from the usual, final and general evaluation periods; Evaluate students' comprehensive mathematical ability in the scene of applying mathematics to solve practical problems.
The development of students is the fundamental starting point and final destination of the development of teachers and schools. In the process of education, cultivating students' innovative spirit is undoubtedly the most important thing in teaching. Only when students dare to "create" and are willing to "create" will their thinking be extremely active and they will use their rich imagination to explore and solve problems. The emergence of this kind of active thinking requires teachers to give them good and sufficient activity space, which is enough to support the active and persistent thinking.
In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; teaching
Materials and supplementary teaching materials. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation.
In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content;
The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will realize the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching object: not using unity
Specifications and evaluation criteria, personalized teaching according to the different characteristics of students, students of different grades can also attend classes together; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. Such as: teaching objectives and results
Uncertainty: students are allowed to express their knowledge, ability, attitude, emotion and values in a variety of ways; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. In the past, the deterministic characteristics of basic education curriculum were very obvious, which led teachers to rely too much on textbooks and teaching reference books and lost more independence and creativity. The new curriculum has changed this situation and increased some uncertainties in teaching. For example, the uncertainty of teaching objectives and results: students are allowed to have multiple expressions in knowledge, ability, attitude, emotion and values; Uncertainty of teaching objects: individualized teaching is carried out according to students' different characteristics, and students of different grades can attend classes together without unified specifications and evaluation standards; The uncertainty of teaching content; The comprehensiveness of the course has increased, and the teaching materials and teaching references have left a lot of space for teachers; The uncertainty of teaching methods and teaching process: teachers have greater autonomy, they will choose and use teaching methods more flexibly, and the factors that teachers can control in the teaching process will increase; The uncertainty of teaching evaluation: the scores of the exam are greatly reduced and diluted, and no longer play a leading role. Teachers have to spend a lot of time searching for materials to supplement the content of textbooks. This means that curriculum is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers are an integral part of the curriculum and exist as the main body. He is no longer an executor, but a decision maker. In such a new curriculum environment, teachers will have a broader creative space and will appreciate the great happiness brought by innovation. ,