After the 1980s, a series of fundamental changes, such as global economic integration, ideological and cultural diversity and digitalization of social life, have had an unprecedented impact on education.
The development of the times has put forward new requirements for the goal of talent training in the new century, and countries all over the world have set off a new wave of curriculum reform.
This new curriculum reform is student-oriented, focusing on the effectiveness of classroom teaching and the all-round development of students, for the all-round development of every child.
Classroom is the place to implement curriculum reform, and students' life activities are mainly spent in the classroom. The quality of classroom teaching directly affects the formation of students' quality and their growth and development.
Classroom teaching is a purposeful and conscious activity. Through teaching, students should master knowledge, acquire skills, develop intelligence, form attitudes and corresponding qualities, and the effectiveness of classroom teaching becomes the life of teaching.
With the deepening of curriculum reform, the biggest challenge of curriculum reform to classroom teaching is "effectiveness".
At present, people's "focus" on curriculum reform has shifted from changing teaching methods to improving the effectiveness of teaching, which reflects that curriculum reform is undergoing a deepening process from the outside to the inside and from the outside to the inside. However, due to the complexity of curriculum reform, the deviation of people's knowledge and understanding of the new curriculum concept, and the lack of relevant experience of implementers, classroom teaching reform has become formalized, inefficient, divorced from the "three-dimensional goal", the generalization of teaching content and the externalization of teaching activities.
At present, educational theorists and front-line teachers have begun to pay attention to the research on the teaching effect of primary school mathematics under the new curriculum, and have carried out some research, exploration and attempts. However, there is a lack of comprehensive and systematic research and practice in the correct concept of benefits, related factors affecting classroom teaching effect, methods and strategies for effective teaching and learning, and standards for effective teaching evaluation, and there are also deficiencies and imbalances in implementation and promotion.
In order to practice the new curriculum concept, improve the effectiveness of classroom teaching, cultivate students' innovative spirit and practical ability, it is of positive practical and historical significance to carry out the research on the teaching effect of primary school mathematics classroom.
Second, the basic principles of education and teaching and the enlightenment of important research results
1, Constructivism Theory: In 199 1, the constructivist spiro proposed that learning can be divided into primary learning and advanced learning.
Advanced learning requires creating situations in different ways at different times according to different teaching objectives, and understanding the same material from different angles many times. Teachers' learning is based on the understanding, analysis and reflection of cases, and teachers' research is practical research based on cases.
2. Action learning theory: British Reg Levin put forward the theory of action learning in 1950s.
Teachers' action learning can be understood as: learning to improve their own teaching, learning from their own teaching problems and learning in their own teaching process.
In the teaching of case and reflection, first of all, teachers should be aware of the problems and constantly reflect on their classroom teaching, so as to effectively improve the efficiency of classroom teaching.
3. Vygotsky's educational theory: In the early 1930s, Vygotsky, a former Soviet psychologist, proposed that human learning is a social activity in the process of interpersonal communication.
The essence of learning is dialogue, a dialogue between individuals and themselves, between individuals and others, between individuals and theories, and between individuals and practice.
4. The connotation of effective classroom learning.
(1) Effective classroom learning is relative to ineffective and inefficient learning.
It refers to the subject learning activities in which students actively participate in and efficiently acquire new knowledge, skills, abilities and development in classroom teaching activities organized by teachers.
The "effectiveness" here includes effectiveness, high efficiency and high benefit-classroom teaching activities should help students acquire the knowledge and skills preset by teaching objectives, which is the most basic requirement of effectiveness, and the ability to grow and develop is a higher level of learning effectiveness.
High efficiency and effectiveness are high requirements on the basis of effective performance, and strong learning should be centered on efficiency and effectiveness.
(2) The development of students, in terms of its connotation, should include the integration of knowledge and skills, processes and methods, emotional attitudes and values. Without any dimension, real development cannot be achieved; On the development level, including existing development areas and recent development areas, teaching promotes development, that is, the recent development areas are constantly transformed into existing development areas; In terms of its form, development includes internal development and external development. External development is marked by the pursuit of knowledge memory and mastery. The new curriculum emphasizes the pursuit of internal development marked by knowledge appreciation, judgment and criticism. Development has its mechanism, including preset development and generative development. The new curriculum emphasizes unpredictable generative development, presupposes development from the known, and develops the future from the existing experience. Development depends on its time, including immediate development and lifelong development. The new curriculum not only pays attention to the current measurable and quantitative development, but also pays attention to the future-oriented, sustainable and potential lifelong development.
5. About effective learning conditions
(1) Study on the value of existing knowledge and experience.
The original knowledge and skills stored in students' memory are important internal conditions for students' new learning, and the learning of new content is the growth and transformation of students' original knowledge and experience. Therefore, learning activities should be based on students' existing experience. Before teaching new knowledge, students must first activate the related original knowledge in long-term memory.
To study effectively, we must contact and rely on the existing knowledge and experience.
(2) Motivation and situation.
That is, non-cognitive effective learning conditions.
Motivation is the premise of effective learning, and situation is the guarantee of learning motivation.
Link what you have learned with a real task situation, so that students can solve situational problems independently or cooperatively. In real (or pseudo-real) and concrete situations, students have learning motivation and actively construct the meaning of knowledge.
(3) Diversified learning methods.
Students generate learning needs in specific problems or task situations, actively and independently choose learning content, and realize independent orientation of learning; Division of labor, cooperation and mutual assistance among students in groups; Inquiry learning of problem solving itself; Students listen to lectures, read books, practice, observe and think ... In this process, they need diversified learning methods to achieve their learning goals.
Third, the main content of the study
The subject research explores, presupposes and generates the operating points of effective learning from the case study of effective learning in the classroom, guides teachers to actively apply them, and constructs a teaching system dominated by effective learning.
The contents include:
1. Study the case of "effective learning" in the classroom.
The teaching research mode of "reflecting behavior with behavior" comprehends, understands, practices, enriches and sublimates new educational ideas in teaching practice, and explores new ways and strategies to realize the effectiveness of primary school mathematics classroom teaching under the new curriculum concept; From the point of view of mathematics classroom, from the difficult problems encountered by oneself or others in classroom teaching, with the aim of solving teaching problems, by reflecting on one's own or others' practice or active design attempt, we can test one's views on problems and solutions, with the ultimate goal of improving one's teaching behavior and teaching efficiency.
2. Based on scientificity, feasibility, flexibility and creativity, study the contents and methods of effective classroom teaching evaluation.
Through the research on the scientific evaluation of teachers' educational teaching behavior and classroom teaching effect, teachers' professional development level and classroom teaching effect, pupils' mathematics learning level and ability and classroom teaching effect under the background of new curriculum, we can enrich and perfect the evaluation system of primary school mathematics curriculum in theory and practice, enrich the research of classroom teaching effect, and generate the operating points and basic strategies for effective learning.
3, according to the actual school, choose the following sub-topics to carry out research:
(1) Study on the Strategy of Establishing a Reasonable Cooperative Group
(2) Research on effective learning optimization strategy.
(3) Research on the effectiveness of different types of students' learning strategies.
(4) Case study of effective classroom teaching in different learning areas of primary mathematics.
Fourth, the research purpose of this topic.
1, lead teachers to research, study, think and practice around the topic, seek effective teaching methods and means, and promote teachers' professional development.
2. Guide students to master effective learning strategies, help students master effective learning methods suitable for them, improve learning efficiency and ability, stimulate learning enthusiasm, experience the happiness of learning and success, and promote students' all-round and healthy growth.
3. Build a team of scientific research teachers, help teachers get professional development and support in "peer interaction" and "professional guidance", further form their existing enthusiasm for scientific research, and push the teaching and research work of the school towards scientific development, characteristic development and sustainable development.
Fifth, the research methods.
1. Case study.
Starting from this discipline, this paper makes a case study of a class, a teaching fragment or a student's development period, and finally extracts a common conclusion.
2. Action research method.
That is, in the process of teaching and learning, while practicing, exploring, testing and perfecting, research and practice are closely combined; Summarize, finally explore effective methods to improve the efficiency of classroom teaching, and accumulate rich practical experience of effective classroom teaching.
This is the main method of this study.
3. Investigation and research method.
This paper makes a detailed follow-up investigation on the current situation of effective classroom teaching and teachers' understanding at the beginning of the experimental class research, as well as the situation during and after the research, which provides factual basis for the smooth progress of the research.
4. Literature research method.
In the process of research, pay attention to the research results inside and outside the province, and use the research results inside and outside the province for reference to carry out this study.
5. Observation.
Observe and analyze classroom phenomena to provide materials for research.
VI. Project Implementation Guarantee
1. Under the guidance of Hubei Teaching and Research Section and related experts and scholars, the project is led by the Municipal Academy of Educational Sciences, and the research center guides teachers to undertake tasks such as research scheme design, theoretical and applied research, and scientific research achievements collation and improvement.
2. After the opening meeting, each sub-research group further clarified the topic, research content and objectives, and under the unified guidance of the research group, earnestly completed the tasks assigned by the research group.