First of all, feel the characteristics of the new textbook.
I am also a front-line teacher who has transitioned from using the PEP version of mathematics textbooks to using the Beijing Normal University version. When I first came into contact with the textbooks of Beijing Normal University, the biggest feeling was that the new textbooks used cartoon characters that were more easily accepted by children to attract students' attention. At the same time, pictures are used to express various scenes in a large space. The form is vivid and illustrated, and the narrative is concise and enlightening, which also gives students room to think. Compared with the previous text-based books, it is more vivid and intuitive, and it is easy for students to accept, which is especially important for junior primary school students to examine questions and understand their meanings. At the same time, the pictures inserted in the textbooks of the third year of senior high school are in line with the times, and at the same time, the actual content of connecting life with society is added, which is of great help to students' patriotic education and ideological and moral education.
Compared with the textbooks used in the past, the textbooks of Beijing Normal University have made a great breakthrough-let students learn mathematics in life and learn useful mathematics. In the past, almost all textbooks gave students a feeling that "learning is to cope with exams". The subjects used in the textbooks of Beijing Normal University are all close to students' lives. Every new lesson in the textbook introduces things or phenomena that students see in their daily life, such as shopping, traveling, housing, riding and so on. Will resonate with students and stimulate their interest in new knowledge. At the same time, because these mathematical knowledge is close to life, students have perceptual knowledge in this respect, and their knowledge of life will definitely be transferred to the classroom. In the new lesson, teachers can learn from it. Compared with the previous textbooks, the new textbook of Beijing Normal University is more suitable for the intellectual development law of students of different ages, which embodies the educational concept of "people-oriented" and "humanization".
In the arrangement of specific content, the textbook adopts the method of mixing the contents of four fields: number and algebra, space and graphics, statistics and probability, practice and comprehensive application, that is, a textbook arranges the contents of four fields at the same time, and in the whole primary school stage, these four parts are closely related year by year, deepening year by year, showing a stepped and leaping knowledge. Suitable for the age and intellectual development characteristics of primary school students. Although the contents of Beijing Normal University textbooks are presented in various ways, they all pay special attention to students' inquiry learning methods. No matter in junior or senior grades, Beijing Normal University tries its best to arrange students to conduct inquiry learning in person, so that students can discover the essence and laws of knowledge through hands-on operation. Because the knowledge depth of the textbook is stepped, at the beginning of the whole primary school stage, the inquiry link is not divided into too many details, but more is to provide guidance. With the students' familiarity with the inquiry process and the enhancement of inquiry ability, the inquiry links are gradually clarified in the follow-up inquiry, and the guidance is reduced, so that the students' inquiry ability is gradually improved and developed.
Second, feel the changes in teachers' roles and students' views.
Since the curriculum reform, if teachers and students have changed, then the biggest change we feel is that the roles of teachers and students in teaching have changed greatly. In the past, we all paid more attention to teachers as active subjects to impart knowledge, and the classroom became a training ground for knowledge and skills, ignoring the cultivation of innovative spirit and practical ability, and students only passively accepted it. However, in these years of teaching and using textbooks, we have deeply realized the changes between teachers and students.
(A), the change of the role of teachers
1. Teachers have changed from imparting knowledge to participants, promoters and instructors in learning.
At one time, we thought that teachers were the subject of knowledge transfer, but modern research shows that students' learning is a proactive process of knowledge construction, and teachers should pay full attention to students' learning subject status. In the whole process of teaching and learning, teachers should not only participate in students' learning activities, but also become promoters of students' learning. During my years in Beijing Normal University, I deeply realized these changes, especially in "student group discussion" and "students' hands-on operation". In these processes, teachers should step off the platform, participate in students' discussions and operations, actively look, actively listen, truly feel students' various performances, keep abreast of all kinds of information in the classroom, and consider how to guide students' learning.
2. Teachers have changed from "teachers" to scientific research teachers.
For a long time, China's curriculum design has been formulated by the state in terms of content, teaching materials and teaching standards, and teachers themselves are "teachers" who strictly implement these curriculum plans. Teachers' teaching relies too much on textbooks and teaching reference books for teaching and education, which affects teachers' innovative spirit in teaching. The new curriculum standard implements three levels of curriculum management: national curriculum, local curriculum and school curriculum, so that front-line teachers can use teaching materials creatively and become curriculum producers and active curriculum designers to some extent. The new curriculum standard has increased the factors that teachers can control in the teaching content, increased the flexibility, and left a great space for teachers to give full play to teaching reference. In recent years, all kinds of teaching designs and classroom teaching competitions held in our town have fully reflected the characteristics of teachers' creative use of teaching materials by the new curriculum standard.
(B) changes in students' outlook.
Teaching certainly includes the process of "teaching" by teachers and "learning" by students. In the process of "learning", students are the main body of learning, and teachers can't take the place of students to perceive, let alone observe, analyze, think and discover laws. In the process of "teaching", teachers actively design the teaching process and choose teaching methods suitable for students. In this process, teachers are the participants, promoters and guides of students' learning, and students are the masters of learning. Therefore, all the activities of teachers in the classroom must serve the students and pay attention to their learning and development.
Third, the views on the evaluation of teachers and students under the new curriculum.
There are serious problems in classroom teaching evaluation, such as emphasizing intellectual education over moral education, emphasizing knowledge over ability, and imperfect comprehensive evaluation scheme for teachers and students. Teachers pay more attention to the results of students' learning and ignore the process of inquiry, and even ignore the evaluation of students' emotional attitude. Moreover, parents' evaluation of teachers is basically based on test scores. Based on the spirit of the new curriculum standards, we believe that evaluation should serve the curriculum reform and should be consistent with the basic ideas and objectives of the national basic education curriculum reform.
In the past teaching, scores became the "spokesman" of the school image and the only standard for the school to evaluate teachers and students. Under the new curriculum, we should not use a single model and a single rule to evaluate our teachers and students.
Under the new curriculum standards, I think the evaluation of teachers should focus on their teaching objectives, teaching strategies and teaching characteristics, including whether teachers can correctly grasp and understand and use teaching materials, whether they can fully understand students' age characteristics, whether the teaching mode designed by teachers conforms to students' cognitive characteristics, and whether teachers pay attention to the organic integration of the three-dimensional goals of "knowledge and skills, process and method, emotional attitude and values". Whether you are good at creating various teaching situations, inspiring students to actively participate in classroom learning, and paying attention to the cultivation of students' abilities. Instead of evaluating teachers from their students' exam results.
Scores cannot be used as a standard for evaluating teachers; Scores should not be used as a criterion for evaluating students. In the new curriculum standard, it is proposed that the evaluation of students' learning should not only pay attention to the results and level of students' learning, but also pay attention to students' emotional attitude in the learning process. I think students should be comprehensively evaluated from the following points: whether students participate in classroom teaching activities and make full use of multi-minute senses for research and study; Whether you can actively exchange opinions with teachers and peers during the activity, whether you can think independently and answer innovative questions; Whether you have mastered the basic knowledge and have good study habits.