Great changes have taken place in the concept and structure of curriculum content design of Standards. Content design includes not only result content, but also process content. The original content has been integrated, and the content of practice and comprehensive application has been added. Generally speaking, the content of mathematics in primary and secondary schools is divided into four fields: number and algebra, graphics and space, statistics and probability, practice and comprehensive application. From the content point of view, the nine-year compulsory education stage is designed as a whole and divided into three sections.
The standard provides students with realistic, interesting and challenging mathematics learning content, which becomes the basic material for students to actively engage in mathematics activities such as observation, experiment, guess, verification, reasoning and communication. For example, every ticket for the park is in 8 yuan, and a school organizes 97 people to go to the park. Is it enough to bring 800 yuan? For such a problem, we don't need accurate calculation. We only need to estimate that 100 people need 800 yuan, and now there are 97 people. We must bring enough money, but we don't need to calculate how much money we need. The purpose of doing this is to let students judge and choose the calculation method according to the specific situation.
In reality, some problems do not need accurate calculation, but only need to estimate the results. Through such questions, students know when they need accurate calculation and when they don't. It really cultivates students' practical application ability and embodies the close relationship between mathematics and life. It also makes students realize the value of learning mathematics.
Reflections on the Teaching Theory of Mathematics in Primary Schools 2. This is a very good professional book, and it is one of the series of the Teaching Theory of Curriculum Subjects published by Zhejiang Education Publishing House. Editor-in-chief Zhong Qiquan and editor-in-chief Kong Qiping are both figures in education or mathematics education. Without further ado, I record the following:
The first chapter is the reform and development of primary school mathematics curriculum.
The third section of the first chapter talks about "the characteristics of international elementary school mathematics curriculum reform in recent years", and the main points summarized are relatively complete and in line with my existing understanding, which are internalized as follows: first, emphasize the reality of mathematics; Second, attach importance to student-centered activities; The third is the combination with information technology; Fourth, pay attention to the individualization and differentiation of the educational process; Fifth, pay attention to the integration with other disciplines.
Japan's new mathematics learning syllabus emphasizes that "students' sense of happiness and accomplishment in learning should be related to mathematics content in essence." "This math curriculum reform should increase the number of students who like math." I also believe that a classroom with happiness and no math is not a math classroom.
When it comes to the differentiation of educational goals, the flexibility of educational design, little explanation and vague language. It can be seen that "different people get different development in mathematics" is difficult to do. Of course, this is also a hot spot, a point to be developed.
The second chapter is the idea and goal of the new curriculum of primary school mathematics.
According to a summary, "the mathematics curriculum reform in this compulsory education stage emphasizes the change from taking knowledge as the primary goal of mathematics education to paying attention to the cultivation of people's emotions, attitudes, values and general abilities first, and at the same time enabling students to acquire the basic mathematics knowledge and skills necessary for adapting to modern life as citizens. Promoting students' lifelong sustainable development is the basic starting point of school mathematics education. "
In the new textbook, each knowledge point is arranged according to the structure of "problem situation-modeling-explanation, application and expansion".
Chapter three: Several basic problems of primary school mathematics.
A very good sentence: "Students are put in the symbol pile prematurely and excessively by the teacher, and their faces are marked with numbers, but they don't know what the use of mathematics is in life." At the same time, a very meaningful example is that in early childhood teaching, teachers attach great importance to practical operation.
When solving street math problems, children use their own oral language and even intuitive methods, while schools teach written and symbolic methods. The difference between these two symbol systems is the essential difference between street mathematics and school mathematics, and it is also the difficulty for students to learn mathematics.
Everyone talks about the characteristics that primary school mathematics should have: "First, primary school mathematics is realistic, mathematics comes from real life and then is applied to real life. Second, students should take the initiative to learn mathematics, that is, students gradually construct their own mathematical conclusions through familiar real life, and students' learning mathematics is a process of' re-creation'. Third, we should promote the all-round development of students through mathematics education. "
Why does it take 5-6 years to complete the learning content that can be completed in middle school as long as 1 year? The answer is clear. Learning mathematics in primary schools is not only to master those mathematical knowledge, but also to cultivate students' thinking and emotional quality, carry out "moral education" and learn to be a man. This argument is a powerful counterattack against the argument that some people think that the first-grade math class in primary school can be cancelled.
Kruchesky, a Soviet scholar, thinks that mathematical ability is mainly divided into ① the ability to formalize (abstract) mathematical materials. ② Summarize the ability of mathematical materials. ③ Ability to operate with mathematics and other symbols. ④ Continuous and rhythmic logical reasoning ability. ⑤ Ability to simplify the reasoning process. ⑥ The ability to reverse the psychological process. ⑦ Flexibility of thinking. 8 Mathematical memory. Pet-name ruby ability to form the concept of space.
Mathematics literacy, in a narrow sense, refers to the reading and writing ability of mathematics, and in a broad sense, refers to the accumulation of more extensive mathematics learning.
Logical thinking ability is one of the connotations of mathematical literacy, such as Piaget's conservation principle and transfer principle on the logic-quantity principle table.
The established rules (cultural creation) of the second connotation of mathematics literacy, such as the decimal counting method naturally existing in China system, bring convenience to children's mathematics learning.
The third connotation of mathematical literacy is situational application. Children look at the world from a mathematical perspective and use mathematical thinking in an interesting and appropriate way.
"The gains of mathematics learning should include: ① professional knowledge; ② Discovery method; ③ Metacognitive knowledge and skills; 4 emotional factors such as faith and motivation. "
"Mathematics learning should go beyond concepts, steps and applications. It includes mathematical literacy, and takes mathematics as a powerful means to examine the situation. Literacy refers not only to attitude, but also to the tendency of thinking and positive action. Students' mathematical literacy is reflected in whether they can approach their goals confidently, whether they are willing to explore, whether they have willpower and interest, and whether they have a tendency to reflect on their own thinking. "-National Committee of American Mathematics Teachers