The first part: the experience of the new curriculum standard of senior high school mathematics. The new curriculum training is in full swing. Today, we studied the teaching of mathematical modeling under the new curriculum standard. Mathematical modeling is a process of setting up mathematical models and solving practical problems by using mathematical ideas, methods and knowledge. Mathematical modeling can be regarded as a part of problem solving, and its role focuses on problems that come from non-mathematical fields but need mathematical tools to solve. Therefore, how to infiltrate the idea of mathematical application in mathematics teaching and carry out the teaching of mathematical modeling is the biggest problem faced by mathematics teachers. The following are some experiences discussed after our research:
1. Traditional mathematics teaching has limitations. Although mathematical modeling is similar to the application problems in traditional mathematics courses in form, it has obvious advantages in practical application. Traditional mathematical application problems have clear forms and unique conclusions, which makes students seldom think about whether it is necessary to further adjust and modify the existing model, thus ignoring the key points and difficulties of mathematical modeling and not fully reflecting the process of mathematical modeling, so there are great limitations.
2. Mathematical modeling teaching is of great significance. First of all, if the idea of mathematical modeling is infiltrated into junior high school mathematics, we can combine mathematical knowledge with real life and cultivate students' awareness of applying mathematical knowledge to social practice; In addition, mathematical modeling also requires students to use mathematical language and tools to express quantitative relations in the form of mathematical formulas, figures or tables, so that students' expressive ability can be exercised and improved.
3. In practice, we can combine the basic mathematical model of teaching materials, introduce modeling ideas, and guide students to independently generate innovative consciousness. Junior high school mathematics textbooks mainly include equation model, function model and inequality (group) model. In the usual teaching, such topics and solutions can be introduced to guide students to observe, analyze and express the relationship between various things and mathematical information, and learn to apply mathematical models to solve problems, thus stimulating students' interest in learning mathematical models.
The second part: the experience of the new curriculum standard of senior high school mathematics. Through intense and orderly study, communication, discussion and comments, I have a brand-new understanding of this course training and a profound answer to some previous doubts and puzzles. At the same time, I was forced to adjust my mentality and role-I thought I wouldn't be very nervous since I was training for a long time, but I realized it from the first day of training-and the idea of relaxation made the invisible pressure of listening, thinking and writing disappear without a trace. Training is really too tense and hard!
Listening to experts' lectures and video learning not only enriched my theoretical knowledge, but also had a deeper understanding of senior high school mathematics teaching after the new curriculum reform. It's really "it's better to study for ten years than to listen to you."
After this stage of high school mathematics new curriculum training, I benefited a lot and felt a lot. Generally speaking, the feelings and experiences gained through intense and earnest study can be summarized as follows:
1, curriculum reform must update teachers' ideas;
The highest level of curriculum reform is the promotion of teachers' ideas. As the executor of curriculum reform, teachers determine the success or failure of this educational reform. Therefore, teachers participate in training at all levels, optimize school-based teaching and research, consciously develop professional quality and teaching art, and strive to optimize teaching behavior with the new concept of curriculum reform; On the other hand, we should scientifically understand and deal with the contradiction between curriculum reform and actual teaching, and handle the contradiction between old and new teaching methods and teaching concepts.
With the implementation of the new curriculum, teachers should adjust their roles and change the traditional education methods. The new curriculum reform has changed teachers from the "authority" of knowledge to the promoter and organizer of students' learning, from "teacher-centered" to "student-centered", and every teacher's psychology has suffered a huge psychological gap. Teachers can realize their own development in the implementation of the new curriculum, and teachers' development will constitute the conditions for the implementation of the new curriculum. Our curriculum reform is not a small change in details, but a fundamental change in the educational system and concept.
2. After the expert's explanation, I clearly understand the general content of the new mathematics curriculum in senior high school.
Through training and study, I clearly understand the increase and decrease of the content of the new biology curriculum in senior high school and the distribution of knowledge; How to grasp the depth and breadth of knowledge, that is, the scale that experts remind us to grasp when explaining to students; Requirements put forward by new curriculum standards. I should not only realize the importance and necessity of the new curriculum reform of high school mathematics ideologically, but also make full preparations for the new curriculum reform of high school mathematics from my own knowledge reserve. Most of the new content should be picked up in the shortest time, not only to be clear, but also to be thoroughly understood. For a high school teacher, if he wants to teach students a bowl of water, he must become a steady stream of tap water.
The third part: the experience of the new senior high school mathematics curriculum standard 1. Attach importance to mathematical thinking methods.
High school mathematics should pay attention to improving students' mathematical thinking ability. This is one of the basic goals of mathematics education. Characteristics of mathematical thinking: generality, problem and similarity; Its basic forms can be divided into three types: logical thinking, image thinking and intuitive thinking.
2, the consciousness of applied mathematics
Nowadays, mathematics pays attention to practical application. Combined with the actual situation of the current curriculum reform, it can be understood as the practice of "integrating theory with practice" in mathematics teaching, and it can also be understood as the deepening of "learning by solving problems" in the new outline concept. Strengthening the consciousness of applied mathematics mainly refers to highlighting active learning and exploration on the premise of changing the concept of teaching and learning. Teachers have the responsibility to broaden students' active learning time and space, guide students to pick flowers that are helpful to mathematics learning in real life, and enlighten students' application consciousness, while students can take the initiative to explore, ask questions, think and do it themselves, so as to flexibly use what they have learned and mathematical thinking methods to solve problems.
3. Pay attention to the integration of information technology and mathematics curriculum.
High school mathematics curriculum should 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.
4. Prepare lessons and reflect on teaching.
To have a good class, we must first prepare the class. Some people say that "seven points for preparing lessons and three points for speaking" is the truth. After a class, teaching reflection is also a very important link. It can not only sum up the gains and losses of this class, but also be of great help to improve the teaching level.
Through the study of the new curriculum standard, I deeply understand the guiding ideology of the new curriculum standard, and deeply realize that as a teacher, we should take the development of students as the foundation, guide students to choose courses reasonably and make study plans; Help students lay a good foundation, improve their overall understanding of mathematics, develop their ability and application consciousness, pay attention to the connection between mathematics knowledge and practice, pay attention to the cultural value of mathematics, and promote the formation of students' scientific outlook. In daily teaching, we should implement the guiding ideology of the new curriculum standard, renew our concepts and improve our teaching methods, so as to become qualified and mature teachers as soon as possible.
Chapter four: Experience on the new curriculum standard of senior high school mathematics. The new mathematics curriculum in senior high school plays a fundamental role in students' understanding of the relationship between mathematics and nature, between mathematics and human society, and the scientific, applied and cultural value of mathematics, improving students' ability to ask, analyze and solve problems, forming rational thinking, and developing intelligence and innovative consciousness. The author talks about some experiences through the teaching practice of curriculum reform.
1. Renew the educational concept and know the new teaching concept.
The new curriculum standard of mathematics emphasizes that mathematics classroom should take human development as the goal and pay attention to students' sustainable development. Good classroom teaching should "promote effective learning and make it possible for students to truly understand knowledge (self-construction) and personality development". This requires teachers to change from one-sided emphasis on imparting knowledge to cultivating students' learning ability. Teachers should not only pay attention to students' learning results, but also pay attention to their learning process, promote students to learn autonomous learning and cooperative learning, guide students to explore learning, let students experience, feel and understand the process of knowledge generation and development, cultivate students' mathematical literacy and innovative thinking ability, attach importance to students' sustainable development, and cultivate students' lifelong learning ability.
Therefore, teachers should update their educational concepts, truly change the injection teaching into heuristic teaching, change students' passive attendance into active participation, and change simple knowledge transfer into equal emphasis on knowledge and ability. In teaching, let students observe, think, express, do and draw conclusions by themselves. Classroom teaching should change students' learning process from acceptance-memory-imitation-practice to exploration-research-innovation, and gradually cultivate students' ability to discover-ask-analyze-solve-rediscover problems. Teachers should not only reflect on their own teaching behavior, but also observe and reflect on students' learning process, and check and inspect what students have learned, encountered, formed what abilities and found and solved what problems in the learning process. This kind of reflection is conducive to the improvement of students' observation ability, self-study ability, experimental ability, thinking ability and innovation ability.
2. Change emotional interaction
The traditional teaching mode only emphasizes the scientific nature of mathematics and the construction of students' mathematical cognitive structure, but ignores the humanity and artistry of mathematical knowledge, and lacks attention to emotional activities and emotional cultivation, which aggravates the serious lack of teaching emotion, inhibits the overall embodiment of mathematics teaching function, and is also a defect of students' quality, affecting the organic combination and unity of truth, goodness and beauty.
Teachers must attach importance to the emotional design of teaching, realize the democratization of classroom teaching and establish an equal, tolerant and harmonious relationship between teachers and students. For teaching, communication is an educational situation and spiritual atmosphere that permeates and permeates between teachers and students; For students, communication means an open mind, outstanding subjectivity, publicity of personality and release of creativity; For teachers, communication means sharing understanding with students, meaning the transfer of role orientation, and it is the process of teachers' own life activities, professional growth and self-realization. Always pay attention to each student's learning state, appreciation, expectation and encouragement are the best motivation for students' growth, encourage students to speak boldly, dare to question, dare to be unconventional, and give students opportunities to show themselves and explore and innovate. Respect students' individual differences, cherish students' unique feelings, experiences and understanding, and promote students' personalized learning and all-round development.
Chapter Five: Experience on the New Curriculum Standards of Mathematics in Senior High School On the basis of concentrated study during the holidays, I continued to study the curriculum standards, trying to combine the new ideas and concepts of the mathematics curriculum standards with the new ideas of mathematics classroom teaching, changing my thoughts, cooperating with each other, actively exploring and boldly reforming the mathematics classroom teaching mode.
First, seriously study the Curriculum Standards and change the teaching concept.
How to teach mathematics effectively under the background of curriculum reform? Mathematics Curriculum Standard puts forward many new requirements for mathematics teaching content, teaching methods, teaching evaluation and educational values. Communicate in class preparation group activities or teaching and research group activities. Through self-study and communication, I have a deeper understanding of how to deal with the combination of "laying a solid foundation" and "cultivating ability" and "improving quality" in the new curriculum teaching, how to show students the process of the occurrence and development of knowledge, how to make students truly become the main body of the classroom, and how to infiltrate "everyone learns useful mathematics, so that different people can get different development in mathematics" in teaching.
Second, do a good job in classroom teaching and comprehensively promote curriculum reform.
Classroom teaching, as a mathematics learning environment conducive to students' active exploration, takes cultivating students' ability to fully develop their emotions, attitudes and values while acquiring knowledge and skills as the basic guiding ideology of teaching reform, advocates the new curriculum education concept of "students' autonomous learning and teachers' timely guidance", and implements a new model of "scenario-inquiry-practice" in senior high school mathematics classroom teaching, and regards mathematics teaching as a process of teacher-student interaction. Students are the main body of teaching activities, and teachers become the organizers, instructors and participants of teaching activities. This semester, students are encouraged to put forward their own problems and try to solve them, which is aimed at the phenomenon of incomplete teaching knowledge background, imperfect knowledge system and insufficient class hours in senior one. It should be said that this requirement is in line with the spirit of the new curriculum reform, which is of great help to improve teaching methods, change students' learning methods and improve classroom efficiency.
Third, continue to carry out collective lesson preparation activities to promote the development of teachers.
The combination of individual lesson preparation and collective lesson preparation not only takes care of the actual situation of each class, but also helps teachers to complement each other's advantages, thus improving the overall level of teacher lesson preparation. This semester, our mathematics teaching and research group has a collective lesson preparation activity once a week. First, let each teacher independently study the teaching materials and carefully design the teaching plan. Then, the lesson preparation group will organize all math teachers to carry out discussion activities, and make comprehensive discussions from blackboard writing, teaching design, teaching methods, teaching voice, classroom "emergency plan" and other aspects, so as to improve each teacher's comprehensive teaching ability.