Therefore, under the new curriculum standards, teachers must re-understand classroom presupposition. Starting with students as the main body, think and arrange clearly and reasonably from multiple dimensions before class. Make presupposition targeted, open and flexible, and make teachers' "teaching" effectively promote students' "learning".
First, the understanding of classroom presupposition
The so-called "presupposition" is simply "presupposition and planning".
Everything is established in advance, and it is abolished if it is not foreseen. Presupposition is the basic requirement of classroom teaching. It refers to teachers' purposeful and planned design of teaching activities in various forms according to teaching objectives, students' interests, learning needs and existing experience. That is, teachers must have a clear and rational thinking and arrangement for teaching activities before class. Understanding and grasping the teaching objectives of a class is an important prerequisite for the preset of this class, and its accurate and inappropriate positioning is an important symbol of the success of a class. "Mathematics Curriculum Standard" puts forward in the overall goal of the curriculum that students should "acquire important mathematical knowledge, basic mathematical thinking methods and necessary application skills necessary to adapt to future social life and further development; Initially learn to use mathematical thinking to observe and analyze the real society, solve problems in daily life and other disciplines, and enhance the awareness of applied mathematics; Understand the close relationship between mathematics and nature and human society, understand the value of mathematics, and enhance the understanding of mathematics and confidence in learning mathematics well; It has a preliminary innovative spirit and practical ability, and can be fully developed in terms of emotional attitude and general ability. " When making and grasping teaching objectives, front-line teachers must effectively integrate the four objectives of mathematics curriculum standards and pay attention to the integrity and comprehensiveness of the objectives. The formulation of teaching objectives reflects a teacher's interpretation of curriculum standards, textbooks and classroom teaching before class.
Classroom teaching under the new curriculum concept emphasizes the importance and subtlety of presupposition, rather than not presupposing it. The default focus has shifted from paying more attention to how teachers teach to how students learn. This requires teachers not only to build a large framework for classroom implementation in advance, to create a space for students to learn independently, but also to predict students' possible performance according to their actual situation of cognition, ability and emotion, and to choose corresponding guidance strategies to achieve teaching goals. Teachers are required to be good at presupposing a variety of teaching schemes according to the teaching content and students' reality, and start teaching according to students' thinking, so as to create more space for students' personalized activities and development, thus making the classroom colorful.
The classroom presupposition in primary school mathematics teaching should be clear about the following five questions: what to teach in this class? What goals are students required to achieve? What materials does the teacher provide? How do teachers teach and students learn? How to ask questions and expect students to answer in each link?
2. Presupposition success is the basis of effective teaching in primary school mathematics classroom.
The so-called presupposition success mainly means that teachers interpret curriculum standards, delve into teaching materials, design teaching plans according to students' conditions, successfully complete teaching plans and achieve educational goals.
Dewey, a famous educator, said that every teacher comes into the classroom with his own philosophical thoughts. The better the teacher, the higher the level and quality of designing teaching plans. Presupporting a high-quality teaching plan is not only the accumulation of teachers' experience, but also the display of teaching wisdom, which contains teachers' educational and teaching wisdom.
Some people define the most important factors affecting classroom teaching as: classroom environment; Students' learning; Teacher's method. This shows the importance of classroom environment in effective teaching. There are many factors that affect the classroom environment, such as: how many students are in the class; Whether they study collectively or individually; Whether students have textbooks and other materials; Whether the class focuses on related content or irrelevant issues, even the layout of desks and chairs in the classroom. The most important thing in the classroom environment is the classroom psychological environment, including the emotional communication between teachers and students; Interpersonal relationship and thinking environment. A positive classroom environment is the basis for teachers to carry out education and teaching activities smoothly, and it is also a combustion-supporting device. In today's curriculum reform, some vivid phenomena in the new classroom are introduced, such as: effective incentive language and means; The practice of changing forms and so on all boils down to "empty form without actual content." "Stay on the vigorous surface." In order not to be suspected of being "empty and formal" and "seemingly vigorous", front-line teachers "actually" implement the classroom and return to seriousness in order to save trouble; Praise and encouragement return to "0"; A piece of chalk and a book returned to the classroom seem to fulfill the irony of "changing and changing, and the end point returns to the starting point". Every time I see this phenomenon, my mood is always particularly heavy. As a "teacher", why can't teachers keep their eyes open and look at and analyze problems dialectically? How to create a positive classroom environment according to children's age characteristics and psychological laws in the teaching process: create a classroom atmosphere suitable for children with love and expectation; When children are not focused, change the teaching methods and practice the form of consolidation; When the child has made progress, give encouragement without hesitation; Around the teaching objectives, make full use of all available teaching resources to make your classroom more vivid, unconsciously extend the time for children to effectively participate in the classroom, and let your students devote themselves to learning with positive emotions. You should know that students' emotional participation can play a leading role in his study and play an extremely significant role in high-level thinking. I once heard of a beginner's class, where the teacher simply organized the teaching, which led to the children's thinking and actions not keeping up with the teacher's progress. After a class, most students are eager to move, and the teacher spends a lot of time saying "attention-". The longer the voice, the worse the mood. However, due to their age and psychological characteristics, students observe discipline one minute and forget it the next, which leads to class. Efficiency-no, after class, we talked deeply and analyzed the reasons why the class could not attract students-the content was too boring; The way and method of teaching are single; The form of practice is "practice → talk". The reason why teachers can't attract students-lack of necessary encouragement and smile. Recently, I approached her class again after "prescribing the right medicine". The environment and atmosphere in the classroom are pleasant, and the teaching efficiency is also significantly improved. In a senior class, what moved me was that a teacher could create an interesting and effective problem scenario at the beginning-"designing flower beds for the Olympics", and firmly grasp the students' interests and attention points at the beginning of the class. The whole class teacher asked the students to effectively complete the review class of simple combination graphics in harmonious interaction with the students. Throughout all successful classrooms, the background is a positive and effective classroom environment.
Although the education in the compulsory education stage does not take the training of mathematicians as its own responsibility, and does not pursue that all students love mathematics and contribute a lot of time and energy to mathematics, in teaching, through the guidance and infection of teachers, students should have a more comprehensive and objective understanding of mathematics, unconsciously communicate and solve problems with mathematics, maintain a certain curiosity about mathematical phenomena, explore the origin of mathematical knowledge, enhance the value experience of learning mathematics, and establish learning confidence. Before class, teachers must presuppose how to create a positive classroom environment according to children's age characteristics and psychological laws: for example, in the lower grades, children are curious about novelty, and often pay unintentional attention to familiar things, creating dynamic scenes, fairy tale scenes and interesting scenes to effectively attract students to actively participate; Let them use what they have learned to solve practical problems, let students experience the value of learning mathematics and enhance their emotion in learning mathematics. Education in any subject is people-oriented, and successful mathematics education is to attach importance to cultivating students' emotions, attitudes and values, so as to maintain and cultivate students' self-esteem and self-confidence.
Classroom teaching is a purposeful and conscious teaching activity, and presupposition is the basic feature of classroom teaching and the basic requirement to ensure teaching quality. Teachers must have a clear and rational thinking and arrangement on the teaching purpose, task and process before class. Otherwise, the classroom teaching will be disorganized, the key points can't be highlighted, the difficulties can't be broken, the expected teaching objectives can't be achieved, the classroom teaching efficiency will be reduced, and even the teaching quality will be seriously affected. However, the premise of real success should be moderation and leave room. Excessive design will inevitably lead to the control of teaching and the arrangement, coercion and intervention of student activities. Classroom teaching activities also need to be carried out according to the pre-design to ensure the planning and effectiveness of teaching activities. However, teaching is not only a simple preset operation, but also a process of curriculum creation and development. The truly successful presupposition requires teachers to break the mechanical, boring and stylized rules according to the effective generation of the classroom, flexibly change the pre-class presupposition, give full play to the leading role of teachers and the main role of students, and improve teaching efficiency.