When it comes to teaching quality, we should first study how to update our concept of mathematics education in an all-round way under the new curriculum standards.
1. Grasp the overall goal of mathematics education as a whole.
Scientific Outlook on Development should be fully reflected in the whole process of mathematics teaching. People-oriented should be emphasized throughout, so this new curriculum standard emphasizes a three-dimensional goal, and the most fundamental thing is to promote people's development.
In the whole process of mathematics teaching, we should firmly establish the idea of moral education first and all-round infiltration. If the old curriculum requires us to pay more attention to the teaching of mathematics itself, then the new curriculum requires us to determine an idea, that is, moral education should be able to fully penetrate moral education in the whole process of mathematics teaching, that is, we used to pay equal attention to teaching and educating people, but here we must emphasize a problem, we must pay attention to practical results and oppose grandiose and unrealistic students.
In the whole process of mathematics teaching, students should always be guided to learn to learn. This is a sentence that used to be on my lips. Teaching means not teaching. Under our education, students can master a good learning method and learn to learn. Whether the educational concept is correct, whether the teaching concept is advanced, and whether students are always guided to learn to learn in the whole teaching process are also important indicators.
2. The new curriculum requires us to reform teaching methods, mainly emphasizing the following points.
Lay a solid foundation. Don't think that under the new curriculum standard, classroom teaching can be lively, without paying attention to the foundation, and finally it can have higher quality. High-quality must have a solid foundation, so the new mathematics curriculum standard first emphasizes strengthening the foundation in teaching methods.
Actively participate. In terms of teaching methods, we should also emphasize the whole process of students' active participation in classroom teaching, which is often two-way, that is, the process of teachers' guidance, students' active participation and organization of students' discussion, and teachers can actively participate in the whole thinking process of students. It should be said that if we do not pay attention to this way of actively participating in classroom teaching, it is obviously not in line with the new curriculum standards.
Explore and discover. Pay attention to exploration and discovery in teaching methods. There are two modes of teaching. One is to constantly inspire students, let them think, let them discover, and then the teacher guides them. Another way is traditional, that is, how to do this problem. Students follow the teacher to write down the answers, practice several times after class, and then they will understand and achieve their goals. There is a fundamental requirement in the new curriculum standard, that is, in the whole classroom teaching, design should be strengthened in the link of inquiry teaching, so that students can explore problems as much as possible and find problems by themselves. In this process, we should carefully design.
Cooperation and exchange. In the whole process of mathematics teaching, it should be emphasized that students should learn to cooperate and communicate as much as possible in classroom teaching to adapt to the new curriculum standards. It should be noted that it does not mean that all classroom teaching should have a cooperative exchange, but if students can cooperate or need to cooperate in teaching methods, and teachers use their own thinking process to do it instead, I think this is not in line with the requirements of curriculum reform. This kind of cooperation and communication also embodies the equality of teacher-student relationship, the communication between teachers and students, and the communication between students.
Effective application of information technology. In order to adapt to the new curriculum standards, we must make a fuss about the effective application of information technology. There are many problems that are difficult to explain clearly in words and chalk. We should replace it with multimedia as much as possible, fully reflect the times and social progress, and increase the special research on this piece in the future mathematics teaching.
3. In terms of learning methods, the new curriculum standards also strive to be reflected in the following four aspects.
Think independently and question actively. In the process of learning, it is not enough to let students develop the habit of thinking independently and asking questions on their own initiative, especially in the case of students asking questions on their own initiative, we are often reluctant to spend a few minutes.
Personal experience, hands-on experiment. In terms of learning methods, we strive to let students experience and experiment in the whole teaching process. In the new curriculum reform, we should think about whether we can introduce some processes for students to experience, and whether we can do some experiments for students to do, which is also an improvement of learning methods.
Group learning and mutual inspiration. In terms of learning methods, we also strive to guide students to study in groups throughout the teaching process. The purpose of doing this is to inspire each other and make up for the inadaptability caused by the great difference in students' level. In this kind of group learning, the level difference between students is not so big, at least not as big as that between teachers and students. So the teacher may not be clear with some students, but the students have a common language, which is a kind of mutual inspiration.
Learn to tolerate, understand, accept and reflect. In terms of learning methods, we also strive to let students learn tolerance through mathematics education in the whole process of mathematics teaching and pay attention to cultivating students' personality charm of learning tolerance. Strictly speaking, learning tolerance is also the discovery of a learning method, and the relationship between students can also guide him to change a learning habit, learn to understand, learn to accept and learn to reflect through this ingenious process design. The new curriculum standard requires us to guide students to reflect on their learning methods and why they are right and wrong.
4. The whole curriculum reform strives to implement the following three characteristics in teaching evaluation.
Growth record book Require a growth record book to record and pay attention to students' development. There is a fundamental way to promote people's development, that is, to pay attention to students' academic status and their attitude and personality changes in this process. Therefore, The Book of Intense Growth should become a new teaching evaluation form under the new curriculum reform. In short, we should track and record according to the three-dimensional target.
Inspirational comments. In the whole process of teaching evaluation, we math teachers are also required to learn to use and make full use of incentive comments, give students a feedback and incentive evaluation in homework and classroom teaching, and increase the use of incentive comments.
There are various forms of evaluation. Teaching evaluation should emphasize the diversification of evaluation forms, not just take evaluation as an exam. In addition to exams, there are also questions, answers, performances and expressions in classroom teaching, students' homework, individual interviews, special defense, students' self-evaluation, mutual evaluation and parents' evaluation, which will have a positive effect on our teaching.
5. Examination reform
The strength of examination reform should be strictly in accordance with the new curriculum standard, which tells us that in the whole high school teaching, some deleted contents should not be supplemented, and some contents are definitely useful. Although there is no new textbook, if it is supplemented, it will promote the follow-up teaching content, and I think it should be supplemented appropriately.
The examination reform has also increased the examination of practical content.
Second, handle six relationships well.
The key to improve the quality of mathematics classroom teaching is a good class. In mathematics classroom teaching under the background of new curriculum reform, we should pay attention to the following six relations.
1. the relationship between "form" and "effect"
Pay attention to the relationship between "form" and "effect" in every class. In the process of teaching, don't make a clear distinction between curriculum reform and non-curriculum reform, don't change curriculum for the sake of curriculum reform, and don't engage in formalism. We should base ourselves on senior one, focus on senior three, pay attention to practical results, don't waste students' time, and can't completely deny traditional teaching. Give a profound and thorough example. Let me give you two examples. First of all, we should pay attention to the effective use of multimedia. Not all math problems and math classes should use multimedia. Emphasize three points. First, there are many contents in mathematics that cannot be separated from multimedia. Explain some difficulties clearly through animation demonstration, and show some things that are difficult to express clearly to students through drawing and blackboard writing performance. This is irreplaceable by any means, so use it. Second, multimedia can increase the capacity of classroom teaching; Thirdly, whether all math classes are suitable for using multimedia, the evaluation of a class is not based on whether multimedia is used, but on the effect. The second is about cooperative learning. How to guide students to cooperative learning, I think we should pay attention to the effect, dilute the form, and not cooperate for the sake of cooperation. After the teacher asks questions, students should first think and then cooperate. Therefore, cooperative learning must have a preliminary idea after students' thinking is unfolded, and then students are required to cooperate in learning. Whether it is true cooperation or false cooperation depends on whether students are given enough time to think.
2. The relationship between "dialogue" and "display"
What is "dialogue"? You ask me to answer, I ask you to answer, you ask you to answer and so on are all called dialogues. What is "display"? Telling the truth and writing out the process is called putting on a show. Generally speaking, first, to study what to say is to seriously think about what questions I ask students in class and let them solve them. Here, we should pay attention to effective dialogue. If the question is too difficult or too easy, it is an invalid dialogue. It is too difficult for all students to answer or for individual students to know; It's too easy, as we all know, lacking the depth of thinking. Second, we should pay attention to "dialogue" and "display". There are three ways. First, show the whole process of thinking in the process of dialogue, that is, show it while talking; The second is to show the whole process of thinking in the performance of blackboard writing, and successful teachers carefully design blackboard writing. Attention should be paid to students' writing on the blackboard. Students' answers don't mean they can do it. Being able to do it does not mean that they will not be deducted from the college entrance examination. In classroom teaching, it doesn't matter if you don't talk about a topic. You should organize good, medium and poor students to perform and check the students' mastery comprehensively. Third, we should pay attention to "reverse dialogue", that is, to cultivate students' initiative in asking questions, and to design some links appropriately so that students can ask questions to the teacher actively and the teacher can answer them. However, we should pay attention to "reverse dialogue", which can make students use their brains and learn more and more, but it needs a lot of teachers. As a teacher, we should constantly improve our professional ability and strengthen our adaptability in the classroom.
3. The relationship between "advance" and "retreat"
The main characteristics of current classroom teaching are from definition to theorem to example. Example 1, example 2, example 2, example 3, … The class is boring and full of problems. This is a progressive classroom. In classroom teaching, we should both "advance" and "retreat". First, after a topic is finished, don't talk about the second topic immediately, but guide the students to look back. This kind of looking back is an effective "retreat", which can ensure the ideal teaching effect. In the process of looking back, under your guidance, students can not only know how to do this problem, but also know what to do and why not to do it; Second, how to enter the second year of high school after the example 1 is finished, we should pay attention to whether the example 1 and example 2 are related in knowledge points and problem solving methods. If so, Example 2 can be produced by changing Example 1, that is, it is better to change Example 1 to make the class more efficient. The second "retreat" is realized in the transformation and change of an example. Smart teachers attach great importance to the continuity of transition in the teaching process, so that students have a feeling of wanting more. Therefore, this kind of "retreat" design is often a favorable embodiment of giving full play to the greatest function of an example. Especially in mathematics classroom teaching, we have a lot of hidden waste and lost many opportunities to cultivate students' ability. In addition, instructing students to practice in time after completing a typical example is also a kind of "retreat", which is an effective and timely feedback to the teaching effect and is very useful in mathematics teaching.
4. The relationship between "preset" and "generation"
Preparing lessons is actually a kind of presupposition, but reality tells us that "generation" is the truth, and we don't know the real situation until the classroom, so "presupposition" and "generation" are biased, which requires us to fully understand the learning situation. In other words, preparing lessons is one thing, and real teaching is another. Therefore, an effective measure to correctly handle the relationship between "presupposition" and "generation" is to understand the learning situation, which requires us to carefully correct our homework and often go to students to understand the situation.
5. The relationship between "foundation" and "ability"
Without "foundation", there is no "ability". Laying a good foundation can also cultivate ability. A strong student must have a solid foundation.
6. The relationship between "equality" and "authority"
What is equality? The new curriculum requires us to be equal between teachers and students; What is authority? Teaching requires our teachers to be absolutely authoritative and inviolable. Regarding equality and authority, I think that teachers and students are never equal, but equal in personality, which requires teachers to treat students as human beings in teaching, but teachers should establish their own authority academically in the teaching process, so as to win the recognition and heart of students. Therefore, how to establish authority is very important for a teacher. First, let the students think that you have a high level. Second, let students feel that your mental outlook is good. Third, encourage students as much as possible.