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What is the focus of quality education in primary schools?
The goal and content of quality education in primary school mathematics teaching

Quality education in primary schools should aim at promoting the all-round development of primary school students' basic quality, which includes ideological and moral quality, scientific and cultural quality, physical and psychological quality and labor and technical quality. At the same time, we should pay attention to the development of pupils' personality quality (including pupils' good personality psychological quality, personality specialty and personality potential). It can be simply described as "basic quality+personality quality". As the goal of primary school mathematics quality education in a single subject field, it should also be the teaching purpose and requirement stipulated in the "Nine-year Compulsory Education Full-time Primary School Mathematics Teaching Outline". The "Preface" part of the Outline begins with the meaning that mastering certain basic knowledge and skills of mathematics is one of the cultural qualities that China citizens should possess.

..... It is of great significance for students to lay a good foundation in mathematics, develop their thinking ability, cultivate their interest in learning mathematics and develop good study habits from an early age, to implement the educational policy of all-round development of morality, intelligence and physique, to cultivate socialist citizens with ideals, morality, culture and discipline, and to improve the quality of the whole nation.

Taking improving citizens' quality as the overall goal of subject teaching, the target structure including knowledge, ability and ideological and moral education is put forward in the part of "teaching objectives and requirements". In the part of "Teaching Contents and Requirements of All Grades", the sub-items in the target structure put forward distinct levels and specific requirements, forming a three-level target system of primary school mathematics teaching.

On the content of primary school mathematics quality education, the delegates thought it was a systematic structure including intellectual quality education and non-intellectual quality education.

Intellectual quality refers to perception, thinking, generalization, memory and so on. , belongs to the category of human cognitive activities. It is an organic combination of observation, attention, memory, imagination, thinking and other elements, and its intellectual quality mainly includes:

(1) Knowledge quality. China implements nine-year compulsory education. As a citizen, the most basic knowledge in mathematics, such as integers, decimals, fractions and percentages in primary school mathematics, as well as some knowledge of measurement, statistics and geometry, are often used in daily life and social practice and must be understood and mastered. In teaching, all students should face it through the inspiration and guidance of teachers.

(2) skill quality. For the survival of mankind and the development of society, everyone should have certain skills and qualities, regardless of personal life or contribution to the country. Calculation skills in primary school mathematics (including oral calculation, written calculation, calculation with tools, etc.). ), students learn to solve practical problems in daily life and social practice, and form certain computing skills, which not only improves students' ability to solve practical problems with knowledge, but also improves their skills.

(3) ability and quality. Mathematical ability is the core content of intellectual quality. Primary school students' mathematical ability consists of calculation ability, preliminary logical thinking ability, spatial concept, mathematical thinking method and the ability to solve practical problems with mathematical knowledge. The core of ability is thinking. The quality of people is not only related to the level of knowledge, but also to the ability of thinking. Therefore, primary school mathematics teaching is not only to impart knowledge, but also to guide students to participate in the learning process.

Non-intellectual quality refers to interest, emotion, will, etc. , belongs to the category of human intentional activities. Non-intellectual qualities mainly include:

(1) Emotional quality. Teaching is a bilateral activity between teachers and students and a cognitive activity based on students' psychological activities. The teaching process is not only the process of students' cognitive development, but also the process of emotional communication between teachers and students. To optimize the process of mathematics teaching, both teachers and students should have good mathematical emotional quality. The emotional quality of mathematics includes the attitude and interest in learning mathematics, the tenacious learning will to overcome difficult problems, and the learning spirit of daring to get married and compete.

(2) ideological quality. Excavate the ideological education factors contained in textbooks, carry out patriotic education, and stimulate students' national pride and pride; Pay attention to the enlightenment education of dialectical materialism, cultivate students' views such as practice first, unity of opposites and sports development, and cultivate a scientific learning attitude; Combined with mathematics teaching, it is strictly required to cultivate students and cultivate their good study habits. The above contents are all important aspects of primary school students' ideological quality education.

Participants realized that the intellectual quality and non-intellectual quality in primary school mathematics quality education should be cultivated synchronously and developed harmoniously, and the talent view of "exam-oriented education" that only pays attention to knowledge education and adheres to score standards should be abandoned.

It is a question worth thinking about how much a person's intellectual quality and non-intellectual quality play in society. It should be clear that non-intellectual quality is also the object of education. In the practice of primary school mathematics teaching, we have noticed the cultivation of non-intelligence factors for primary school students, and we should pay more attention to this in the process of implementing quality education.