In my hometown, Suihua City, Heilongjiang Province, I have been teaching the May 4th Movement (since I went to school at 1972, I can't remember the exact time). In primary schools, class teachers, Chinese teachers and math teachers are trinity (sometimes thinking and science teachers), and large-scale teaching (from grade one to grade five) is required. Many old teachers have experienced several large-scale lectures. When I was teaching in a primary school, my favorite Chinese teacher was the late famous Chinese educator Yu Yongzheng, a special-grade teacher, and my favorite math teacher was Wu Zhengxian (who was once considered a male teacher). I said in my last article that the purpose of my sharing is to inspire young teachers, improve their teaching methods, and make them develop continuously and become qualified teachers in this subject. Starting today, I will spare some time to share my teaching strategies with Wu Zhengxian, a young math teacher.
Some time ago, I talked with some teachers. Mathematics teaching has changed from two basics (basic knowledge and skills) to four basics (plus basic ideas and basic activity experience). Mathematics teaching comes from life and is applied to life; Teaching with textbooks instead of teaching textbooks.
Effective mathematics classroom can not be separated from clear and definite teaching objectives. Teaching objectives lead the teaching direction. But in reality, some teaching objectives lack in-depth thinking and pertinence; Some pay too much attention to the explicit and easy-to-achieve goal of "knowledge and skills" and not enough attention to the implicit goal of "process and method"; Others regard the goal of "emotion, attitude and values" which is of far-reaching significance to students as a decoration to cope with the review of teaching plans, resulting in the lack of pertinence of teaching goals.
In today's new curriculum reform, the teaching concept and textbook arrangement have changed. How to face the reality of today's students, formulate effective teaching objectives, and promote the harmonious development of their knowledge and skills, processes and methods, emotional attitudes and values through effective teaching. Let's take a look at Mr. Wu's practice.
We should grasp the teaching direction. Mathematics Curriculum Standard for Compulsory Education (20 1 1 Edition) clearly puts forward that students should be helped to acquire "basic knowledge, basic skills, basic ideas and basic activity experience" through teaching in four learning areas. Cultivate students' sense of number, symbol, space, geometric intuition, data analysis, calculation, reasoning, model, application and innovation. Enhance "the ability to find, ask, analyze and solve problems". It is the foothold of traditional teaching to deeply understand the profound connotation of these core concepts and make classroom teaching contribute to students' sustainable development and embody core values.
Mathematics curriculum objectives include result objectives and process objectives. When setting teaching objectives, we should pay attention to knowledge and skills, processes and methods, emotional attitudes and values. Action verbs such as "know, understand, master and apply" are used to describe the result goal, and action verbs such as "experience, experience and explore" are used to describe the process goal. Different target verbs are used when setting teaching goals, and the requirements for students are different: if you set high, students will not reach it; Low setting and lack of challenge. Therefore, we should use the language to express the degree and accurately locate the classroom teaching.