The first part: the experience of the new mathematics curriculum standard 2022. From the new mathematics curriculum standard, we find the requirements of the mathematics curriculum standard and emphasize some laws that the mathematics discipline itself should pay attention to: the mathematical model of practical problems, and finally solve them with mathematical knowledge; Let students know that mathematics has a wide and close relationship with life; This is what is mentioned in the curriculum standard that everyone learns valuable mathematics; Everyone gets the necessary math; Different people need different development; At the same time, the curriculum standard emphasizes promoting students' all-round, comprehensive and long-term sustainable development. Therefore, mathematics curriculum reform not only pays attention to the development law of mathematics itself, but also requires the implementation of humanistic education, which is consistent with the essence of quality education. Therefore, the reform of mathematics curriculum is to strengthen the quality education function of mathematics discipline and the discipline education function of mathematics discipline. Specific teaching should do the following:
First, the design of knowledge points in the teaching process should be few and precise, so as to focus on the key points, draw inferences from others, trace the source, and aim at the growing point of knowledge. In the course of class, we should pay attention to let students summarize and sort out the problem-solving methods and processes, and pay attention to the refinement and summary of knowledge points. Autonomous learning, cooperative learning and inquiry learning advocated by the new curriculum are all based on students' active participation. Without the active participation of students, it is impossible to have independent, inquiry and cooperative learning.
Second, in teaching activities, teachers should first be good organizers. Teachers should fully trust students, believe that students are fully capable of learning, give them opportunities, lean down and watch their studies, and participate in their research on an equal footing. In this way, students can learn mathematics, improve their cooperative ability and enrich their thinking and imagination. Secondly, a teacher should be a successful guide. At the beginning of a new lesson, teachers can stimulate students' interest in new knowledge through the design of new lesson introduction and the creation of learning atmosphere, and use various resources inside and outside the classroom to stimulate students' interest in new knowledge, so that students have the will and motivation to learn.
Third, establish a reasonable and scientific evaluation system. Junior high school mathematics curriculum should not only pay attention to students' mathematics learning results, but also pay attention to their learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to their emotional attitude changes in mathematics activities.
Fourthly, the roles of junior high school teachers in the new curriculum should be: the thinker of curriculum value, the sower of disciplines and specialties, the promoter of students' development, the cooperator of cooperative inquiry, the server of resource guarantee and the demonstrator of lifelong development. While learning from students' experience, we can promote our professional growth through on-the-job training, our own teaching experience and reflection, daily communication with colleagues and participation in organized professional activities.
In short, through learning, I think the classroom teaching under the new curriculum should be a classroom where teachers and students interact and develop together. It not only pays attention to the generation process of knowledge, but also pays attention to the cultivation of students' emotional experience and ability. Facing the new curriculum reform, we are no longer the authority of knowledge. In class, we must put down the "shelf", make students like you, fully develop teaching democracy, respect students' personality, and strive to form a new, equal and harmonious relationship between teachers and students. Therefore, it is the ultimate goal of curriculum reform to focus on students' development and promote their all-round development in teaching.
Chapter II: Experience of the New Curriculum Standard of Mathematics 2022 In order to implement the guiding ideology of the new curriculum standard, learn new teaching concepts and methods, and inject new vitality into their teaching methods, the principal asked all teachers to learn the new curriculum standard at the beginning of this semester. To this end, the science teaching and research group put forward the new curriculum standards for science teachers at the teaching and research meeting in the third week. After four weeks of study and thinking, I mainly have the following views:
First, the change of teachers' role.
The purpose of the new curriculum reform is based on the basic idea of students' development. Teachers' roles are organizers, guides and collaborators, not condescending managers. In the classroom, teachers should fully mobilize students' initiative and enthusiasm, let students take the initiative, and let students learn to observe things and think about problems from the perspective of mathematics, so as to like mathematics. Teachers should fully understand and trust students. In previous teaching, due to the lack of full trust in students' self-study ability, teachers talked a lot and repeated many places in the lectures, so students had little chance to speak. Teachers' lecture-style mathematics teaching process takes up students' time to express their views, making teachers become soloists in class, while students are just listeners and bystanders, which greatly deprives students of their subjective status. In fact, before entering the classroom, every student's mind is full of different past experiences and accumulations, and they all have their own views and understandings of the problems. This requires teachers to change their ideas under the new curriculum standards, start from students' reality, create problem situations that are conducive to students' autonomous learning, guide students to have problems to talk about through practice, thinking, discussion and communication, and let them fully express their views and real ideas. So as to acquire knowledge formation skills, develop thinking, learn to learn, and urge students to learn lively and actively under the guidance of teachers.
Second, attach importance to the combination of knowledge and practice.
The content arrangement of the new textbook embodies the idea that mathematics comes from and serves life, and expounds the formation and development process of mathematical knowledge through mathematical problems in life or mathematical examples around us. In the teaching process, teachers should make good use of teaching materials, list mathematical materials and pictures and charts closely related to our lives, and cultivate students' interest in learning. Teachers should respect, love, care and trust students, and often give them encouragement and help. In learning, we should summarize and praise in time, so that students can fully feel the joy of success and feel that learning is a pleasant thing. Students should be willing to learn, want to learn and enjoy learning through their own teaching. I feel that learning is a very interesting thing, worth working hard for, and there will be no bitter feeling.
Third, pay attention to the integration of information technology and mathematics curriculum.
Advocate the organic integration of information technology and curriculum content, and the basic principle of integration is to help students understand the essence of mathematics. In order to ensure the meticulous writing training, we should use scientific calculators and various mathematical education technology platforms as much as possible, strengthen the combination of mathematics teaching and information technology, and encourage students to explore and discover by using computers and calculators.
Fourth, establish a reasonable and scientific evaluation system.
A reasonable and scientific evaluation system should be established for junior middle school mathematics curriculum, including evaluation concept, evaluation content, evaluation form and evaluation system. We should not only pay attention to the results of students' mathematics learning, but also pay attention to their learning process; We should not only pay attention to students' mathematics learning level, but also pay attention to their emotional attitude changes in mathematics activities. In mathematics education, evaluation should establish diversified goals and pay attention to the development of students' personality and potential.
In short, as long as we persist in guiding classroom teaching with the new curriculum concept, be good at using colorful classroom activities and teaching methods, create as many opportunities for students to speak, think and practice as possible, and let them participate in teaching more, students' initiative and enthusiasm in learning mathematics will be continuously strengthened, and students' mathematical literacy and innovation ability will be comprehensively improved and developed.
Chapter III: Experience of New Mathematics Curriculum Standard 2022 After a semester of study under the guidance of the new curriculum standard, combined with my own traditional teaching, I have some experiences, which are as follows:
First, the new curriculum standard is a new kind of learning, focusing on students' autonomous learning.
In previous teaching, both teaching and learning were based on teachers. The new curriculum is different. It belongs to a discussion between teachers and students, respects students' independent choice of what to learn, and encourages them to learn to choose independently, actively discuss, participate and develop in an all-round way. In this process, the teacher mainly plays a guiding role. Teachers set questions and let students discuss, analyze and summarize themselves to find out the answers. The learning mode of the new curriculum standard makes students change from passive learning to active learning, which improves their learning initiative and thus stimulates their learning enthusiasm. This learning method can increase students' thinking ability and problem analysis ability.
Traditional curriculum standards and new curriculum standards have their own strengths and advantages. We all need to study.
Second, the new curriculum standard is a new teaching concept, which needs teachers and students to study together.
Under the new requirements of the new curriculum standards, teachers should learn to keep learning and learn endlessly. Teachers should learn new teaching concepts, new teaching rules, new teaching structures and so on.
The new curriculum standard requires teachers not only to master solid teaching knowledge, but also to pay attention to the forefront of international teaching, keep in touch with new teaching methods, and constantly expand their knowledge reserves through various means, requiring teachers not to treat teaching in the new era with unchangeable concepts, not only students, but also teachers, and to become "lifelong learning teaching teachers".
Therefore, as a math teacher, according to the provisions of the new math curriculum, I learn the excellent teaching methods of teachers in various schools in various regions through the Internet and buying magazines, and summarize them and turn them into teaching methods suitable for me. For example, when I was teaching graphics, I learned from teachers in other areas that it is very important to cultivate students' spatial imagination, so I found various graphic models to show you when I was talking about this piece, so that students can deepen their understanding of graphics through observation.
Third, the teaching method of the new curriculum standard should be changed from single learning to comprehensive learning.
We have made some progress after trying to teach the new curriculum standard this semester. This semester, according to the requirements of the new curriculum, we divide the students into groups and let them study in groups.
Divide the class into several groups. 20 minutes before class, the teacher will teach, explain the content of the text and ask questions. The rest of the time, students discuss and analyze the problems themselves and get the results. This is a kind of group cooperative learning, and students can get the results through investigation, interview and information inquiry.
This kind of study allows everyone to discuss with each other, and I also actively interact with my classmates, which increases the atmosphere of the classroom and effectively improves the enthusiasm of students to participate in the classroom.
After this semester's teaching experience of the new curriculum standard, I still don't know enough about the new curriculum standard of mathematics. I will continue to try while studying next semester. Strive to meet the requirements of new curriculum standard teaching as soon as possible.
Chapter Four: Experience of New Mathematics Curriculum Standard 2022. Many professors and researchers gave us wonderful lectures in this training. The lectures of experts expounded their unique views on students and junior high school mathematics teaching, various views on the new curriculum, and discussions on mathematical thinking methods, which introduced us to more cutting-edge educational theoretical knowledge. After listening to their explanations, my thoughts were deeply shocked: as an ordinary middle school math teacher, I thought too little. How to define your career, do your students like it? Are parents satisfied with their jobs? I must remind myself in this way, spur myself and motivate myself to work hard. Here are some of my feelings about learning:
First, students should learn to be "fast" and "happy" in class.
Be a wise teacher, be a wise teacher, children will be relaxed and teachers will be in a good mood. Teachers' education for students not only promotes students' temporary development, but also promotes students' sustainable development, so that students can learn happily and independently.
Second, contact the actual life, create an effective life situation
In mathematics teaching, teachers should seize the opportunity to create learning scenarios that are closely related to students' living environment and knowledge background, so that students can appreciate the fun of mathematics, generate the need for learning, stimulate the enthusiasm for exploring new knowledge, and actively and effectively participate in learning. When creating life teaching situations, we should choose realistic life situations. Teachers can directly select familiar daily life situations provided by textbooks for processing, or they can create real life materials that students are interested in as classroom situations. Production and life are actually the origin and destination of mathematics. During this period, a large number of materials are available for students to use in mathematics classes. Teachers should be conscientious, constantly provide students with life materials and let life enter the classroom. Really let the "static" mathematics of the text become the "dynamic" mathematics of life. Let students feel that mathematics is not learned for nothing, and they can use it immediately after learning it. This is real. This kind of classroom teaching is effective.
Third, attach importance to classroom evaluation and promote effective teaching.
Mathematics courses mainly focus on games, aiming at cultivating children's interest. Our teacher uses all possible means to stimulate children's desire for knowledge and learning through class and cultivate their good interest in mathematics. Focusing on the process of children's learning behavior in the classroom, teachers should correctly treat every curious behavior and "distracted" performance of children in the classroom, and should not stifle children's curiosity about mathematics with critical tone, contemptuous eyes and excessive behavior.
Fourth, pay attention to teaching reflection and improve the effectiveness of classroom teaching.
I remember someone said that "teaching is an art of regret, because there is no fixed method". Because our teacher is not a saint, a class will not be perfect. Therefore, in-depth analysis and reflection should be carried out in each class, and the presupposition of each teaching link, students' learning situation, teachers' regulation and control, classroom generation and so on should be carefully summarized. Find out the regular things and learn from constant "reflection".
Chapter 5: Experiential mathematics in the new mathematics curriculum standard 2022 is an important part of human culture, and mathematical literacy is the basic literacy that every citizen in modern society should have. Mathematics education should not only enable students to master the mathematics knowledge and skills needed for modern life and study, but also play an irreplaceable role in cultivating people's rational thinking and innovative ability. Therefore, mathematics curriculum should be devoted to achieving the training goal of compulsory education-facing all students, meeting the needs of students' personality development, so that everyone can get a good mathematics education and different people can get different development in mathematics.
First, the characteristics of mathematics teaching under the new curriculum:
Teachers are no longer the main body of classroom teaching. Classroom is no longer a unilateral teaching activity with teachers as the main body, but a process of two-way communication, interaction, mutual communication and mutual supplement between teachers and students. It is a process in which students' thinking runs at a high speed, develops and matures around the main line designed by teachers. In this process, students should have the ability to improve, the formation of mathematical thinking methods, the joy of a sense of accomplishment, and the generate of innovative thinking.
1, pay attention to the creation of scenarios and let students experience the process of the formation and application of mathematical knowledge.
Mathematics teaching under the new curriculum concept should combine the specific content, adopt the mode of "problem situation-modeling-explanation-application expansion" as far as possible, and create teaching situations according to this mode in teaching, so that students can better understand mathematics knowledge in the process of knowledge formation and application. For example, "to build a garden on a rectangular wasteland with a length of 16 m and a width of 12 m, the area for planting flowers and plants is required to be half of the whole wasteland. Design for you. " This is an open question when talking about the chapter of quadratic equation in one variable. Students design many gardens with different shapes (such as square, rectangle, circle, fan, triangle, diamond, trapezoid, etc.). Cultivate students' innovative spirit through careful thinking. In short, the mathematics problems in the new curriculum should be rooted in real life, so that students can establish a natural connection between mathematics and real life from the first day of school, feel the power of mathematics and experience the usefulness and challenge of mathematics.
2. Create an atmosphere of hands-on practice, independent inquiry and cooperation and exchange.
Modern educational concept is moving towards a learning society, advocating lifelong learning, enabling students to learn to recognize and do things, and learn to communicate and deal with people. In mathematics teaching under the new curriculum concept, let students do as much as possible, explore and discover laws from doing, communicate with peers, enjoy learning experience, cultivate cooperative consciousness and communication ability, exercise themselves in communication, clearly express their thoughts, understand and understand their peers' descriptions, so as to improve their expression ability and understanding and acceptance ability. For example, the first lesson "What does A stand for" in "Letters Represents Numbers" does not directly present the meaning of "algebra" and related concepts to students, but allows students to build blocks with matchsticks, experience the process of exploring laws in the game, and express them with algebra. Understand "why learn algebra" and "how to generate algebra", get the basic meaning of algebra through activities, and form a preliminary sense of symbols. For another example, "What is the section pattern obtained by cutting a corner of a cube with a knife", which requires students to practice, observe, think, and then explore and draw conclusions.