The new curriculum standard has replaced the previous teaching plan and syllabus. The new classroom teaching requires teachers to improve teaching methods, change teachers' roles, emphasize the diversification of students' learning methods, advocate autonomous learning, cooperative learning and inquiry learning, and actively promote cooperative teaching supported by information technology. The "new curriculum standard" has brought unprecedented challenges to teachers, but it has also brought some confusion to teachers.
(A) the confusion of teaching objectives
Due to the influence of traditional teaching concepts, the ghost of exam-oriented education has been lingering in teachers' consistent teaching ideas. Therefore, in the course reform, some teachers just feel that the teaching materials have changed, and the form, content and difficulty of the test questions have also changed, so classroom teaching should also adapt to this change. This reflects the teachers' ideas.
Defects in understanding the new curriculum standards: not to implement the new curriculum standards, embody new ideas and achieve new goals, but to adapt to textbooks and exams and change for a new round of exam-oriented education. In fact, the new curriculum attaches importance to students' developmental evaluation, in order to change students' learning style, let students learn autonomous learning, cooperative learning and inquiry learning, let students learn self-evaluation, self-improvement and self-development in selection, let students learn certain basic knowledge and then choose their own interesting content, so that students' personality can be fully developed and their innovation consciousness and creativity can be effectively cultivated. However, because teachers still have misunderstandings about the new curriculum standards, this has caused teachers' confusion and vacillation in teaching practice. So, now you call for quality education, but I am busy with exam-oriented education, saying one thing and doing another. At this rate, can the curriculum reform be successful?
(B) the confusion of creating situations
The new curriculum standard points out that "let students experience the process of abstracting practical problems into mathematical models and explaining and applying them", and also puts forward that "let students learn mathematics in vivid and concrete situations". Indeed, mathematics teaching is an active teaching, a process of interactive development between teachers and students and between students, while simple mathematics knowledge is often boring, and students have no interest and passion in learning. In the new curriculum, mathematics teaching is closely linked with students' real life, creating certain stories or problem scenarios, and using students' favorite materials to stimulate students' original knowledge and experience. This is easy to stimulate students' interest, and it is also kind, practical, interesting and easy to understand. However, if the teaching situation is not created properly or deviates from the teaching goal, it will be unrealistic and irrelevant, and it will exist in name only, directly or indirectly affecting the teaching effect. Is it necessary to create such a situation?
(C) the confusion of cooperation and exploration
The new curriculum standard emphasizes that effective mathematics learning activities cannot be simply imitated and memorized, and hands-on practice, independent inquiry and cooperative communication are important ways for students to learn mathematics. Facing the class teaching system, group cooperative learning does have its advantages, but it also brings confusion to teachers. From my teaching practice for many years, I realize that the learning method of group cooperation seems simple and easy to learn, but if we don't grasp it well, the classroom atmosphere will not be adjusted well and the expected purpose will not be achieved.