Personalized study on classroom practice of learning mathematics "Experimental Report" classroom practice is an indispensable link in students' learning process, an important means for students to consolidate old and new knowledge, form skills and develop intelligence, and also an important way to cultivate innovative spirit. However, in mathematics teaching, there are still a lot of random exercises, too many machines, and engaging in sea tactics, which greatly dampened students' enthusiasm for learning and increased their academic burden. It also seriously affects the all-round development of students' quality. Therefore, it is an important issue that we must study and explore deeply to design exercises carefully and improve classroom effectiveness. Through more than two years of research and practice, we have gained some experience and achievements. Compared with the control class, the experimental class has made some progress in all aspects, and the teaching ability of the research members of this group has also been improved to varying degrees. First, the basic idea of China's education reform is that everyone can learn valuable mathematics. Everyone can get the necessary mathematics, and different people get different development in mathematics. "Now basic education aims at improving the quality of the people, focusing on cultivating innovative spirit and practical ability, emphasizing that the curriculum should promote the healthy development of each student's body and mind, cultivate good moral character, and emphasize that basic education should meet the needs of each student's lifelong development and cultivate students' desire and ability to learn. Looking at the current educational situation, the all-round development of students has not been paid enough attention. Because of overemphasis on the unity of learning objectives, learning contents, learning tasks, learning methods and students' evaluation, while ignoring the individual differences of students, students' learning gradually loses their individuality, which limits the development of individuality and innovation potential to some extent. For a long time, our classroom has been influenced by traditional culture, with teacher-based and knowledge-based as the mainstream, emphasizing strict discipline. It pays attention to the unity of pace and demands unity. Therefore, our research group put forward the "Individualized Study of Primary School Mathematics Classroom Practice", which firstly proposed that teachers have a unique homework exercise design after the new curriculum, and students embody personalized exercises in classroom exercises, so that every student can be developed. Second, the concept of classroom research is based on classroom exercises, which are a series of unique assignments designed by teachers after exploring new mathematics knowledge in class. It is used to consolidate, apply and improve new knowledge, so that students can embody personalized exercises in classroom assignments and let every student develop. Personalized classroom practice of primary school mathematics is to design classroom assignments according to students' actual situation under the guidance of certain teaching ideas and theories, and establish the basic structure of various classroom assignments in time, so that students can show their cleverness and see their bright spots in classroom teaching. Enhance the confidence in learning mathematics, so that good students can have a full meal in class, average students can learn well, and students with learning difficulties do not feel tired of learning. Knowledge can be acquired not only by teachers, but also by learners in specific situations, that is, under the social and cultural background, by learning with the help of others, by using necessary learning materials, and even by means of meaning construction. Cooperation and communication and meaning construction. Third, the overall goal of the research: design classroom assignments according to students' individual differences, stimulate students' interest in learning mathematics, enhance students' curiosity, encourage students to express their desire to learn, encourage students to be innovative and bold, and cultivate students' applied knowledge and practical operation ability. Can actively explore and find strategies to solve mathematical problems in life. Specific goal: 1, explore the teaching mode of "personalized research on classroom exercises in primary school mathematics". 2. Students' goal (1), to discover students' bright spots, to stimulate students' deep interest in learning mathematics, to improve students' ability to search and process information, and to cultivate students' spirit of independent exploration and cooperation. Learn to improve the effectiveness of learning through active interaction between peers, and cultivate students' sense of cooperation and interpersonal skills. (2) Give full play to students' autonomy, initiative and creativity in learning, and promote students' personality development. (3) Teachers' goal (1) is to train teachers' own classroom teaching ability, organization and control ability, etc. , improve their teaching art and teaching and scientific research ability. (2) Teachers should further emancipate their minds. Get rid of the shackles of the old concept of "knowledge-based", establish the educational thought of students' development, enhance the openness of teachers and students, and create a relaxed, harmonious and democratic learning environment for students. At the same time, it provides teachers with guidance to promote students' academic growth and personality development. Around this goal, we will do the following research: 1. In the personalized research teaching of classroom practice, we will study the strategy of creating practical situations, practice classroom teaching and students' real life, create certain practical situations in teaching and show certain practical tasks; Stimulate students' enthusiasm for learning through situations, so that students can be exposed to the atmosphere of learning new things and learn to apply mathematical knowledge in the dynamic process of exploring and solving problems in practice. 2. Strengthen the study of practical application strategies in personalized research teaching of classroom practice. Through the practice with hierarchical, applied, developmental and creative connotation, students can be effectively promoted to transform knowledge into skills and skills. And realize the reasonable reorganization or construction of knowledge: effectively develop students' mathematical literacy of "mathematical thinking, problem solving, emotion and attitude" and obtain the learning mode of "autonomy, inquiry and cooperation". Research on the strategy of reasonable evaluation in personalized research teaching of classroom practice. Teaching evaluation is a valuable judgment; Objective and reasonable learning evaluation can motivate students to keep making progress until they succeed. In our research, we focus on two dimensions: "classroom evaluation" and "homework correction". "Pay attention to students' learning results and pay more attention to their learning process; Pay attention to students' mathematics learning level, pay more attention to students' emotions and attitudes in mathematics activities, and "help students know themselves and build confidence". 4. Research on the strategy of debugging students' emotions in classroom practice personalized research teaching. "Learning itself includes both cognitive and emotional aspects" (Rogers). Through relaxing teaching, students' high learning enthusiasm and full learning mood are stimulated and maintained, and the development of students' intelligence is promoted. Improvement of ability. 5. Based on the comprehensive study of the above contents, the model of "Practicing Personalized Research in Classroom: Teaching Classroom" is preliminarily constructed, which lays a foundation for further research and application in various fields of primary school mathematics teaching. 5. Research methods This topic mainly adopts the action research method, with the "action research method" as the main method. At the same time, the methods of data collection, natural observation and experimental demonstration are combined. The specific method is: according to the students' cognitive level, the characteristics of teaching content and the corresponding requirements of curriculum standards, consider what knowledge and ability students need to develop through practice, so as to design personalized exercises. 1, aiming at the key and difficult points, design the target of reaching the standard. The symbol of this kind of practice is the students' timely understanding and consolidation of new knowledge and the initial formation of mathematical skills. 2. According to the problems in classroom teaching, design puzzle solving exercises. In mathematics teaching activities, teachers should be serious and responsible, and generate some exercises in the dynamic teaching process, so that students can identify problems and solve doubts. 3. Communicate the relationship between old and new knowledge and design layered exercises. Follow the principle of "from shallow to deep" and design layered exercises to consolidate new knowledge. Communicate the internal connection between old and new knowledge and develop students' intelligence and ability. 4. Eliminate cognitive obstacles in mathematics and design comparative exercises. Through comparative exercises, students can distinguish the connection and difference between old and new knowledge, deepen knowledge and construct knowledge reasonably. 5. Design differentiated exercises according to students' differences. Although personalized teaching cannot be realized in the classroom, the exercises we designed are different. It can promote "different people get different development in mathematics". 6. Prepare for the subsequent knowledge learning and design expansion exercises. In specific teaching, we should consider the development of students from the mathematics learning system, fully tap the knowledge learned and its subsequent relationship, and consciously understand it, so as to promote the successful construction of students' cognitive structure. 7. Design application exercises in combination with real life. Math exercises need to design applied and situational exercises. Let students perceive mathematics in their lives and develop their ability to apply mathematics. Get out of the closed and narrow classroom, strengthen the connection between school and society and family, and expand the space for students to practice mathematics. 8. Cultivate the ability to solve problems and design comprehensive exercises. Design challenging and comprehensive problems closely related to life experience in the form of one class or several classes. Cultivate students' ability to solve practical problems. 9. Promote the development of inquiry ability and design open learning. Teaching should design challenging open exercises, so that students have the opportunity to use a series of thinking strategies to carry out activities, practice relevant knowledge and skills, develop mathematical thinking ability, master learning methods, develop learning attitudes and develop inquiry ability. The research object of this topic is students in some classes from grade one to grade six. The age ranged from 7 years old to 13 years old. 6. The research period of process research is one and a half years (May 20, 2008101). Step 1: The investigation began (April 2008-May 2008) to unify thoughts and clarify the purpose, mainly to unify the thoughts of project leaders. 2. Widely collect relevant research on related topics; 3. Initially design the classroom and learning strategies according to the division of labor; 4. Design and implement the forms and questions required for observation and investigation. Step 2: Implementation stage (September 2008-June 2009, 1 65438+1October), and obtain relevant information according to the expected goal:1. Classroom team members attend research classes and follow students' learning activities in class by natural observation to obtain relevant information; 2. Through the questionnaire survey, the author observed and noticed that "the personalized study on the experience of middle school students and the evaluation of teachers in primary school mathematics classroom exercises"; 3. Use "classroom test method" to make an objective evaluation of classroom learning effect; The so-called "classroom measurement method" means that teachers do exercises after the new class and observe students of different levels gain mathematical knowledge and ideas in practice, which is also the natural observation method, but this is only in the classroom. 4. The members of the research group get together to discuss, adjust and modify the research strategy. Step 3: In the summary stage (June, 2009165438+1October-June, 2065438+1October), all project members collect the data for free, and the project leader writes the research report. Step 4: After the project is finished, according to the results and problems of the project research, it will be extended to other grades of mathematics classroom teaching, so that each teacher can carry forward the results and continue to study the existing problems through practice.