First of all, the questions raised

Mathematics curriculum standard emphasizes that mathematics teaching activities must be based on students' cognitive development and existing knowledge and experience. When a teacher makes a careful prediction of the teaching process, the most important thing is to predict the students' cognitive starting point and thinking activities. Students are the masters of the classroom and the main body of learning. Only by fully understanding students can we make a teaching design suitable for students. Only by fully understanding the starting point of students can we better organize and guide students to carry out learning activities. Therefore, how to find and effectively use students' learning starting point is particularly important to improve the effectiveness of our classroom teaching.

In recent years, with the acceleration of the construction of the new district in our city and the influx of a large number of migrant workers, the living environment of students and the knowledge level of their parents have changed greatly, and the cognitive level and life experience of students are quite different. However, many teachers still ignore the differences between students in teaching, and often ignore the actual starting point of students based on their own grasp of teaching materials and understanding of knowledge, which leads to too easy or too difficult teaching and low teaching effect. In the long run, some differences are widened, some are ignored, students are seriously polarized or diversified, some students can't complete their learning tasks in primary school, and the phenomenon of "accompanying students" is serious, while others' potential has not been fully tapped, and their teaching efficiency has declined, making it difficult to adapt to the requirements of the new round of curriculum reform.

Therefore, this topic assumes that by finding students' real learning starting point, we can design teaching plans closer to students' reality and increase the experience and generation of teaching; Using students' learning starting point, we can adjust the teaching plan at any time to ensure the effectiveness of classroom teaching.

Second, the definition of the subject

The starting point of learning mentioned here refers to the knowledge and ability reserves that students must have to learn new content. It can be divided into logical starting point and realistic starting point of learning. The logical starting point of learning refers to the accumulation of knowledge and skills that students should have according to the learning progress of textbooks. The realistic starting point of learning refers to the accumulation of knowledge and skills that students already have under the joint action of various learning resources, which is more than the knowledge and skills provided by textbooks.

Third, the research objectives and theoretical basis

(a) objectives of the study

1. Through the research of this topic, the strategy of accurately grasping the starting point of students' learning in primary school mathematics teaching is refined, which provides the basis for teachers to design teaching plans.

2. According to students' learning starting point, carry out targeted mathematics teaching to improve the effectiveness of classroom teaching.

3. According to the students' actual situation, let students better build a knowledge system and improve their mathematical ability.

4. Renew teachers' educational concept and make teachers pay attention to "analysis of learning situation".

(B) the theoretical basis of the study

1, Modern Constructivism Theory:

Modern constructivism theory holds that learners' learning of mathematics is not taught by teachers or others, but an active construction process based on their existing mathematical experience and cognitive structure. When learners assimilate or adapt to new knowledge, they need to go through a cognitive reconstruction process from "balance-imbalance-balance".

2. Vygotsky's "zone of proximal development" theory:

Vygotsky, an educator in the former Soviet Union, divided students' learning into two development levels: one is the existing development level of learners; The other is the level that learners can achieve through learning, and the distance between these two levels is the "zone of proximal development". If the development zone is too large recently, students will find it too difficult to study and lose confidence in continuing their studies; On the contrary, it is not conducive to the development of students. Therefore, only a suitable nearby development zone can make students succeed in their studies and grow stronger. This requires teachers to reasonably grasp the realistic starting point of students' mathematics learning, so that the distance between the starting point of learning and the knowledge to be learned is just the "nearest development zone". Let the students jump up and pick fruits, establish confidence in learning mathematics well and stimulate their interest in learning.

3. Requirements of mathematics curriculum standards:

The new mathematics curriculum standard emphasizes a new idea: "Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience." "Hands-on practice, independent exploration, cooperation and communication are important ways for students to learn mathematics. Because of the different cultural environment, family background and their own way of thinking, students' mathematics learning activities should be a lively and personalized process. "

Iv. research contents and strategies:

(A) improve teachers' awareness of using the starting point of learning.

Whether students' learning starting point can be effectively used depends largely on whether teachers are good at using students' learning starting point. Then, first of all, we should improve teachers' awareness of using students' learning starting point.

1, constantly strengthen theoretical study

Every teacher must keep learning and improve his theoretical level. Charging yourself in time is the guarantee of effective teaching in our classroom, and it is also the premise for teachers to use the starting point of learning reasonably and flexibly.

2. Seriously write teaching reflection.

Another way to improve teachers' teaching ability is to improve teachers' reflective ability. One way is to embody the strategy of teaching design in the learning plan. To this end, we designed a preset table of teaching plans to reflect the whole process of analyzing students, analyzing teaching materials, constructing teaching plans and drawing up teaching ideas (see attached table). This kind of learning plan presupposition not only helps to promote the development of students, but also helps teachers to reflect and improve themselves.

(B) in-depth understanding of students to find a realistic starting point for learning.

Only when teachers find the realistic starting point of students' learning can they design the teaching process according to students' ideas. So, how can we find a realistic starting point for learning?

1, know the students' learning starting point before class.

(1) Do students already have the knowledge and skills needed for new learning?

(2) Have students mastered or partially mastered the knowledge and skills required by the teaching objectives? What parts are not mastered? How many people have mastered it? What is the degree of mastery?

(3) What knowledge can students teach themselves? What needs the teacher's instruction and guidance? The above questions can be understood before class, or you can use the introduction link in class. Only by correctly grasping the realistic starting point of learning can we reasonably determine the focus and difficulty of each class from the actual needs of students, so as to make teaching activities targeted and improve classroom teaching efficiency.

(4) We can understand the starting point of students' learning through the following ways.

Preview list: that is, before learning new knowledge, the teacher designs several topics and asks students to do them before class to understand the relevant situation of the students.

Conversation: Through the conversation between teachers and students, we can directly know the students' mastery of a certain knowledge.

Homework analysis: From the students' homework, we can also clearly find out the students' mastery of knowledge and the shortcomings, thus helping us to understand the starting point of students' learning. This is also an important way for our teachers to understand the starting point of students' learning.

2. Find the breakthrough point of students' learning in classroom teaching.

Teachers make teaching presuppositions according to students' actual knowledge level. In the classroom, we should pay attention to and understand students at any time and place, and accurately grasp their realistic learning level from their emotions, attitudes, knowledge and skills.

(C) effective use of students' learning starting point strategy

An accurate grasp of the starting point of learning can enable us to accurately locate the teaching objectives, rationally design the teaching process and choose teaching methods, and then guide students to carry out effective mathematics learning activities.

1. Design flexible teaching plan according to students' learning starting point.

Combining students' logical starting point and realistic starting point, some teaching contents are appropriately adjusted, classroom teaching is preset, and a comprehensive and flexible teaching scheme of "focusing on the whole, basing on the individual and devoting to the main body" is formed. When designing, we should focus on the relevant planning of large links to make the learning materials more thoughtful.

2. Adjust the teaching plan according to the students' learning starting point.

In the process of classroom teaching, we will certainly encounter many "possibilities" that we didn't think of before class, and the starting point of students' learning is different from that in the preset plan. At this time, teachers must transform the learning materials provided by textbooks and adjust their preset plans on the basis of the learning resources owned or provided by students.

3. Improve homework design according to students' learning starting point.

Homework-it is not only an important part of teachers' teaching activities, but also an important part of students' learning process. Teachers can adjust the form and content of homework in time according to the characteristics of math class and the development of students, so as to make the homework more targeted and effective.

Fifth, the research object, method, research process and steps of this topic.

(A) the research object

Mathematics in all classes of Zhouyu Primary School.

(B) The main research methods adopted

Based on the above research contents, we adopt the following research methods:

1. Survey. By talking with students and teachers, we can understand the main problems and solutions.

2. Action research method. In the process of implementation, the implementation plan will be adjusted, modified and improved according to the design of the research plan. And through a certain way, the effectiveness of the research is necessary to investigate and standardize the research process in time.

3. Experience summary method. In the process of research, the accumulated experience is analyzed, summarized and popularized according to the research data and experimental observation in time. Through stage summary and evaluation, standardize the implementation process, reveal the existing problems, clarify the future research direction, and effectively promote the subject.

4. Contrast method. Using the same class content, two different teaching designs and different teaching behaviors are carried out, and the teaching effect is analyzed according to the students' feedback. Through comparison, sum up experience.

(3) Research process and steps

The research time of this topic is one year, and the implementation process is divided into three stages:

The first stage (2013.10-2013.12): theoretical research. Collect, sort out and study relevant information and master the latest research results; Make an action research experiment plan to lay a solid foundation for the second phase of action research.

The second stage (2014.1-2014.6): action research. According to the plan, carry out experimental research on the subject in grades and classes, make experimental records, strengthen process monitoring, reflect on the results of actions and write relevant cases.

The third stage (2014.7-2014.10): in-depth study, summary and promotion. From experiment to cognition, then from cognition to experiment. Constantly sum up what has been perfected and upgraded into theory, and enrich and develop effective teaching theory. Organize and popularize the research results and form a report on the conclusion of the project.