With the gradual deepening of curriculum reform, teachers' teaching concepts and teaching methods have also changed; The learning mode of "autonomy, cooperation and inquiry" with the goal of cultivating students' knowledge and ability, process and method, emotional attitude and values is gradually moving towards the forefront of teaching. Following the pace of the new curriculum reform, we have implemented the "target" teaching method, leading the classroom with target teaching and building an efficient classroom. In the specific teaching practice, there are also many places worthy of our reflection. At the same time, there are some problems in the mathematics classroom under the new curriculum reform. These are all worthy of our deep reflection. Let me briefly talk about the gains and puzzles in teaching.

First, the gains of curriculum reform.

In the process of curriculum reform, we have made great efforts to explore, boldly practice and seriously think, implemented the curriculum and achieved remarkable results.

(1) Our overall quality has improved.

Teachers are organizers, promoters and developers of curriculum implementation. Curriculum reform has promoted and promoted our growth. In the implementation of curriculum reform, I often have a feeling of growing up with students.

In the traditional sense, a teacher is just a technician, or a craftsman, who only uses the schemes designed by others to achieve the goals designed by others. In teaching activities, teachers are more passive performers than active designers and practitioners, let alone conscious researchers of teaching problems. In the curriculum reform, with the constant collision of old and new ideas, our math teachers have embarked on the journey of "problem-design-action-reflection". One by one, the problems and demands have stimulated the teachers' participation consciousness of "I want to learn, I want to change and I want to do". Reflection on writing teaching effectively promotes teachers to constantly reflect on their own teaching behaviors and constantly improve their teaching behaviors and methods. Our school often organizes demonstration classes of curriculum reform, actively learning from experienced teachers and learning from each other's strengths. We consciously learn new ideas, not only the theoretical level has been significantly improved, but also the rational thinking in classroom teaching has gradually increased, and we can use textbooks creatively, which truly embodies the idea of teaching students with textbooks instead of textbooks. The implementation of the new curriculum promotes the growth of teachers, provides development space for teachers' personalized teaching, improves teachers' quality, and makes us become researchers and designers from ordinary teachers.

(B) gratifying changes have taken place in classroom teaching

Curriculum reform broadens students' thinking and enriches language. Classroom is no longer a passive situation in which teachers tell students to listen, but a scene of teacher-student interaction and student-student interaction. Students study easily and happily under the guidance of teachers, and the classroom really becomes the children's world. Highlights of classroom teaching:

(1) Create a good teaching atmosphere. Good teaching atmosphere plays a very important role in promoting students' learning and the all-round and coordinated development of knowledge, emotion, will and action. We should pay attention to creating three good teaching atmospheres: equality, harmony, cooperation and communication, and seeking knowledge and making progress. The first thing teachers should do in teaching is to respect each child's psychological feelings, affirm all their efforts, and protect and motivate all their attempts and creative desires. Especially for students with learning difficulties, teachers should not only pay love and care, but also patiently and meticulously provide good teaching opportunities and guarantees for each student. Using the teaching form of group cooperation and communication, students encourage and promote each other, give full play to their initiative, make students feel happy in the learning process, and improve their enthusiasm and effectiveness in participating in learning. He is also good at using competitive strategies to create inspiring scenes, stimulate and maintain students' interest in learning, and encourage students to explore and create.

(2) Create problem situations. Starting from students' favorite life situations and objective facts, we show them with pictures, so that students can experience mathematics in their own lives, provide them with opportunities for full hands-on operation, independent exploration and cooperation and exchange, and let them actively study practical problems full of mathematics. In teaching, we should creatively use teaching materials and create interesting problem scenarios, such as compiling the problems in teaching materials into short stories, using small animals as masters, putting students in an anthropomorphic world, increasing the interest of classroom teaching and effectively mobilizing students' learning enthusiasm; Create problem situations related to real life, make students realize the connection between mathematics and real life, and realize the value and charm of mathematics in the process of solving practical problems with knowledge.

(three) the implementation of the five major opening up. "Openness" means giving students time and space, allowing them to acquire mathematics knowledge through observation, operation, independent thinking and group discussion, making the classroom truly "alive" and making students "move". Open students' eyes and provide observation opportunities. Let students use a pair of wise eyes to find the mathematics knowledge around them; Open students' mouths, provide opportunities for expression, put mathematics knowledge in fairy tales and interesting games, and let students understand and express their feelings and ideas in familiar and favorite situations; Open students' thinking and provide opportunities for thinking. In solving problems, give students room to think, find mathematical conclusions and experience the charm and vitality of mathematics through their own positive thinking; Let go of the students' hands and provide opportunities for operation. Children's thinking is inseparable from action, which is the source of intelligence. Through the practical activities of "drawing, dividing, enclosing, folding and spelling", we can understand geometric figures such as rectangles and squares. Open students' space and provide opportunities for performance.

(C) to promote the all-round development of students

Everything that mathematics teachers pay for implementing the curriculum in the curriculum reform is to enable students to learn valuable mathematics, acquire necessary mathematics and develop mathematics as fully as possible. The long-term curriculum reform shows that children have undergone gratifying changes and our wishes have gradually come true.

1, students are willing to learn, love learning and have a strong interest. Attach importance to creating lively learning situations and mathematics activities that students actively enjoy, stimulate students' interest in learning mathematics and arouse their spiritual resonance. Exquisite teaching AIDS and learning tools, vivid pictures, story telling, riddles guessing, group answering, group competitions, etc. in teaching make children learn and devote themselves happily, so that students can gain mathematical knowledge, skills and thinking methods while gaining a positive, lively and happy emotional experience, and show and cultivate their various talents. They think learning math is fun and interesting.

2. Students are good at asking and solving problems. Cultivating students' ability to solve problems is an important part of teaching objectives. The new textbook provides abundant resources to promote students to study mathematics more actively. Interesting, realistic and challenging problem situations stimulate students' desire to explore. In class, students often interrupt the teacher and stand up and say, "Teacher, I have different ideas on this question." "Teacher, I have questions to ask." "Teacher, I can add two more points ..." The answer is not unique, the solution is optimized, the students' ideas are gradually broadened, and the innovations to solve problems are constantly emerging. Mathematics classroom often becomes a scene for students to "answer and distinguish". Students' rich imagination, active thinking, thinking about high-value problems, flexible problem-solving methods and reasonable answers to practical problems all impress us with the ability and potential of today's children.

3. Students feel that there is mathematics everywhere in life. "There are many mathematical materials in the new textbook that are closely related to students' real life. Scenes designed in various fields, such as number and algebra, spatial graphics, statistics and probability, practice and comprehensive application, are all things that students often encounter. I combine students' life experience and knowledge background, so that students can find what they have learned in themselves, in class, at home, on campus and on the street. For example, "Tell me about the shape of the figure around you" and other questions, so that students can realize that mathematics is around us, and there are mathematical information such as numbers, shapes, sizes, positions, statistics, addition, subtraction, multiplication and division everywhere. We live in a real world full of mathematical information.

4. Students learn to cooperate with others and gain successful experience. In the process of curriculum reform, we follow the principle that teachers must not talk about what students can understand, and the problems that students can solve through group research must be discussed by students, so that students can change passive acceptance of knowledge learning into active exploration, and then gradually learn to learn to learn. Teaching design pays attention to people's development, children's multi-directional communication in obtaining information, excavates good materials in teaching materials, provides maximum time and space for cooperative learning, and cultivates students' cooperative consciousness and team spirit. Many students gradually learn how to express their views effectively, listen carefully to others' opinions and absorb the experience of their peers, thus forming a good style of study of unity, cooperation, mutual respect and mutual help. In cooperative learning, the competition mechanism should be introduced appropriately, and the cooperation and collaboration of members in the group should be encouraged by means of group competition. Emphasize collective honor, unify cooperation and competition, and give incentive evaluation as much as possible so that every student can get a successful experience.

Second, confusion and thinking

1. The new textbook pays attention to the contradiction between the diversity of problem-solving strategies and the lack of solid knowledge of individual students in teaching. The information presented in the new textbook is diverse and selective, and the problem-solving strategies are diverse, emphasizing multi-level, multi-angle and comprehensive thinking, and the answer is not unique but open. This greatly activates students' thinking and inspires them to find their own learning methods. In teaching practice, teachers find that students with strong thinking ability can master many methods to solve problems in classroom learning, but they may not master one method for students with learning difficulties. Over time, there has been a phenomenon of two-level differentiation.

2. The new textbook attaches importance to cultivating students' estimation ability and diversification of problem-solving strategies, but the practice of pure calculation problems is relatively few, which leads to the problems of students' slow speed, easy mistakes and weak calculation ability.

3. Some contents in the new textbook are difficult to arrange and span, which is beyond children's cognitive law. For example, M and cm in Book 2, Estimation, Quantity and Quantity, are very abstract for students and require too much. For example, the understanding of yuan, jiao and fen, the 24-hour timing method is difficult for students and difficult to master in class.

4. The teaching class is large, and there are still many problems in effective group cooperative learning. Students should be given time and space to explore, but if the limited 40 minutes leave enough time for students to cooperate and discuss, and it conflicts with the progress of the class, how to grasp the degree of "time"?

Experience of Primary School Mathematics Curriculum Reform 4 Experiences of Primary School Mathematics Curriculum Reform 4

5. Lack of classroom activities and teaching tools. In our countryside, although most schools have computers, it still takes some time for each class to take math lessons with computers. The new curriculum standard pays more attention to the process evaluation of students' learning, and there are many learning contents that students need to practice and operate, so corresponding teaching AIDS are especially needed. Although some teaching AIDS can be made by students themselves, some teaching AIDS are difficult to make by themselves or self-made teaching AIDS are difficult to achieve the expected results, which brings great inconvenience to teaching.

6. The problem that the "target" teaching mode in our school is not applicable in some classrooms. Under the guidance of this teaching model, the whole school, from grade one to grade six, is a model, both Chinese and mathematics, which has caused many problems, such as junior students and some review classes are not suitable for this model. It is good to have an example to follow, but how to follow it in class is still debatable.

The above is my personal experience of the new curriculum reform being rolled out all over the country, and I will work harder to participate in the curriculum reform activities.

Experience 2:

As a basic form of teaching, classroom teaching is the main position of school teaching at present and in the future, and the goal of mathematics teaching must be completed in the classroom. The new curriculum standard requires that in classroom teaching, the silence in the past should be changed into speaking freely, the stillness into free activities, and the indoctrination teaching into independent inquiry. We should not only teach children knowledge, but also teach them how to master it. This has not been well implemented in our classroom, which reflects a thought-provoking question-how to improve the effectiveness of mathematics classroom teaching, create an efficient classroom suitable for ourselves, and make mathematics classroom full of vitality?

First, to improve the efficiency of primary school mathematics classroom teaching, in-depth interpretation of teaching materials is the foundation.

Primary school mathematics is a multi-level and multi-faceted knowledge system. Curriculum reform has brought earth-shaking changes to primary school mathematics textbooks. Textbooks are the main media for teachers and students to carry out teaching activities, and interpreting textbooks has become the basis for improving the efficiency of mathematics classroom teaching in primary schools. Interpreting textbooks means learning textbooks effectively and grasping the connotation of textbooks to ensure the efficient development of teaching activities. Personally, I think that to understand the textbook, we must first grasp the textbook as a whole, know what knowledge to give students this school year, and know the relationship between each knowledge point and the previous knowledge points. At the same time, we should understand the intention of the textbook. Textbooks are dead and people are alive. The new curriculum standard requires teachers to replace teaching with teaching materials. Teachers can't think that the reproduction of teaching materials is the completion of teaching tasks, but must be recreated through reprocessing, so that the teaching materials are "freshly baked", and the teaching of knowledge is accompanied by the process of cultivating attitudes and abilities to a greater extent.

Second, use fast-paced classroom teaching to guide students' active participation consciousness.

I believe that when a person is slowly waiting in line for something he is interested in, his psychological feelings can only be described as "anxiety, boredom and depression". In our teaching, due to the psychological influence of "I hope students can master what they have learned as soon as possible", teachers are often more willing to chew up knowledge and feed it to students, expecting students to feel the joy of acquiring knowledge, so they always nag when they break through difficulties, and are always willing to wait for the slowest students to finish the questions in practice, even if they slow down the pace of class, which is euphemistically called "student-oriented", but they don't know that this is the crux of killing students' enthusiasm for learning. Research by the Institute of Inspiration Strategy shows that students are usually more engaged when teachers explain the teaching content in a fast-paced way throughout the class.

In our class, we should keep a certain degree of student participation in a fast-paced way. When we feel that students' participation is declining, their learning vitality is weakening, and their attention is shifting, we should push the course down as soon as possible, so that students can feel that the classroom is moving forward, and they always feel that there are things to do and problems to think about. Teachers' explanations, questions' explanations and students' exercises, answers and writing will change as long as about half of the students understand and complete them. Even for students who are relatively slow to respond, we can't slow down to adapt to them, but use the power of hope and the enthusiasm of our peers to motivate them to catch up with the pace of teaching.

Third, improving the efficiency of primary school mathematics classroom teaching and establishing a harmonious relationship between teachers and students are the guarantee.

Teachers, preach, teach and dispel doubts. As we all know, only by "learning from its teachers" can we "believe in its way". Which teacher children like will be more beneficial to the teacher's class. Modern educators believe that students will actively explore knowledge on the basis of democracy, equality and friendly cooperation between teachers and students. Therefore, a harmonious relationship between teachers and students can not only improve the efficiency of classroom teaching, but also make students grow up physically and mentally.

1. Preparing lessons begins with knowing the students.

Preparing lessons from understanding students is conducive to the infiltration of mathematical thinking methods, the creative use of teaching materials, the creation of a good teaching environment and the effective solution of teaching difficulties.

Lessons learned from primary school mathematics curriculum reform 4 articles from/article/1428541090587.html Please keep this link!

Learning is not a process in which students passively accept information, but in their own original knowledge.

Knowledge assimilation and adaptation process based on knowledge. Finding out the students before teaching and constructing and reorganizing the knowledge structure according to their original knowledge system can get twice the result with half the effort. If you want to know students better, you must establish an interactive relationship with them. Through the author's practice, the effect of students' conversation in extracurricular activities is better. Because students think that the teacher is chatting with him, they are relaxed, easy to speak freely, and can get the answers the teacher wants smoothly. If you have reservations about your child's performance at school, it must be naked and open at home. Therefore, home visits can help teachers understand students more completely and establish friendly relations among teachers, children and parents.

2. Cultivate good listening habits

Listening to this behavior is to make learning the most important behavior of learning. Students who are good at learning are usually good at listening.

To achieve efficient classroom, we must first turn "lively speaking classroom" into "listening classroom". Only in the "listening class" can all kinds of thoughts and emotions communicate with each other through words, otherwise communication is impossible. Therefore, we should guide students to listen carefully and appreciate every student's voice before speaking. Don't listen to the content of students' speeches, but listen to the feelings and thoughts contained in their speeches, which is with their soul mates.

Listening to students' speeches is like playing baseball and pitching with students. Accurately catch the ball thrown by the students. Even if the student who threw the ball didn't say anything to you, he was in a happy mood. As a teacher, you should be good at catching every kind of ball thrown by students, especially the ball that students throw badly or miss, which is also the best performance of teachers' own professional quality and ability to control the classroom.

3. Pay attention to students' learning status in the classroom.

Traditional teaching pays attention to the results of students' learning. Modern teaching pays attention not only to the results of students' learning, but also to the process of students' learning. In the process of organizing classroom teaching, we should always pay attention to students' learning situation and capture their eyes, expressions and movements. What students think, say, explore and experience in class becomes the focus of classroom evaluation. When students' thinking is not straightened out and they make mistakes, the teacher should give hints, don't criticize immediately, and don't rush to say the answer. Leave them a broad space for thinking, and let the children find and solve their own problems, which shows that students are the masters of learning.

In short, improving the efficiency of primary school mathematics classroom teaching should be an organic whole of in-depth interpretation of teaching materials, optimization of teaching process and establishment of harmonious teacher-student relationship. There are still many aspects to be studied to improve the efficiency of mathematics classroom teaching, but the most crucial thing is the teacher. Teachers' basic quality and teaching level are directly related to the improvement of classroom teaching efficiency. As a front-line math teacher, we should constantly update our educational concepts, improve our professional level, be brave in practice and innovation, and do a good job in every math class for students' lifelong development.

Experience 3:

The real ability of teachers lies not in imparting knowledge, but in stimulating students' interest in learning and arousing their desire for knowledge, so that students can participate in the whole teaching process with interest and acquire knowledge through their own thinking activities and hands-on operations. A very important aspect of the new round of curriculum reform is to change students' learning status. As far as learning mathematics is concerned, once students "learn" and enjoy the success of teaching activities, they will strengthen their interest in learning and thus enjoy mathematics better.

After several years of practice in mathematics curriculum reform, I really understand the intrinsic value of mathematics. Only by changing teaching concept and teaching behavior and correctly handling the relationship between knowledge and skills, process and method, emotional attitude and values can we appreciate the value of mathematics. Only by attaching importance to the course content and students' life experience and connecting with real life can we appreciate the fun of learning mathematics; Only when teaching resources are based on students' life practice, and students feel that mathematics is life and mathematics is around, can the educational concept be sublimated and students feel the happiness of mathematics learning. Combined with the teaching practice of participating in the reform of primary school mathematics curriculum in recent years, it is summarized as follows:

First, the change of students' roles and autonomous learning.

Autonomous learning has several characteristics. For pupils, the most important thing is the learning process. Students can start with the learning content and adhere to two principles in teaching, that is, students speak for themselves and teachers do not guide them; Students can teach themselves, but teachers don't teach them. In class, the teacher gives the students the methods and then lets them learn by themselves. For example, in the calculation of multiplication and division in senior two, students are familiar with meaningful practical problems and ask mathematical questions. Then organize students to actively explore ways to solve problems in their own way and experience, and organize them to communicate with each other to find algorithms. Then similar math problems appear, let the students solve them in their own way, talk about their own views and make their own explanations, and then the teacher will give guidance. In this way, teachers change from the role of imparting knowledge to the guide and organizer of classroom teaching, and students become the masters of learning. In this learning process, students have a sense of accomplishment and self-confidence, which in turn encourages them to devote themselves to the new learning life.

Second, the teacher's role changes, becoming a guide and organizer.

In the past, math teachers always gave people a dull and stuffy image, because they always gave students endless exercises and monotonous formulas and theorems. The teacher's job was just to copy lesson plans, attend classes and correct homework. It is mentioned in the new curriculum that teachers should be organizers, promoters and developers of curriculum implementation. Primary school math teachers broaden their horizons, dig deep into teaching materials, and at the same time, deepen their perspectives into colorful real life. For example, in the teaching of "knowing clocks and watches" in the second grade, many teachers are not satisfied with simply teaching the contents of textbooks. Some teachers let students collect all kinds of clocks and watches in life to enrich their understanding of clocks and watches; Some teachers lead students to make their own simple clocks and watches, so that students can truly perceive the concept of "hour, minute and second"; Some teachers extend the knowledge of clocks and watches, cherish time and educate students' thoughts and habits. In addition to improving the teaching form, math teachers are constantly trying to improve the relationship with students. In the past, the mathematics teacher taught authority and instilled theorems and formulas into students' minds. The new curriculum emphasizes that teachers should be transformed into guides and collaborators of students' learning. Teachers guide students to explore the laws of mathematics and have an equal dialogue with students in group discussion. For example, in the teaching of "Equation" in the fourth and fifth grades, teachers no longer simply tell students the steps of solving equations mechanically, but let students have a demand for the knowledge of equations from reality, and then let students use what they have learned to try to solve equations independently. Through this series of reforms, the mathematics that students learn is no longer mechanically boring, but useful mathematics and interesting numbers.

Three, the development and utilization of educational resources, creative use of teaching materials

Teaching is an activity in which teachers and students actively interact, develop together and communicate with each other. However, the textbooks provide us with attitude textbooks, not the only curriculum resources. Therefore, not all the materials provided by a set of textbooks are suitable for every student. Therefore, teachers should "make good use of" teaching materials, not "teach well" in classroom teaching. In the process of designing teaching, we should use teaching materials flexibly, and develop and utilize all curriculum resources inside and outside the school that are beneficial to teaching activities.

The basic idea of modern education is "student-oriented development", which should not only face the whole people, but also respect differences. As a teacher, to promote students' all-round development, we must respect personality, not across the board. It is necessary to create a kind of mathematics education to promote the rapid development of every student. Algorithm diversification is put forward to overcome the disadvantages of single algorithm in previous computing teaching. For example, one topic only requires written calculation, and another topic only requires oral calculation. Even oral arithmetic often has only one idea (of course, students have other ideas), so it is easy to ignore individual differences and inhibit students' creativity. Moreover, many problems can have multiple algorithms.

It should be clear that there is a difference between "algorithm diversification" and "multiple solutions to one question". "Multiple solutions to one question" is aimed at individuals, especially students with above average level. When encountering the same problem, they can have a variety of ideas and solutions to develop the flexibility of students' thinking. And "diversity" is group-oriented. Everyone can use the algorithm that he likes or understands best, and learn or change his original algorithm through communication and evaluation under the condition of diversified groups. Therefore, students should not and cannot be asked to say several algorithms for the same problem in teaching, otherwise it will only increase the unnecessary burden on students.

Along with the curriculum reform, I know there is a long way to go, but the reform has aroused our deep thinking, transformed us, brought new vitality to the classroom and led me into a new world. In a word, in math class, I should arouse students' subjective consciousness, cultivate students' subjective ability, create a free and democratic atmosphere for students as much as possible, increase the time and space for students to develop their ideas and methods as much as possible, and let students fully express their thoughts, feelings, opinions and desires, and maximize their potential.

Experience 4:

Experience of elementary school mathematics curriculum reform 4. Learning experience.

Learning the new curriculum standard of primary school mathematics makes me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, so as to cultivate students' desire and ability of lifelong learning and let students enjoy "happy mathematics".

First, change "preparing teaching materials" to "preparing students"

Teachers should discuss how students learn when preparing lessons, and determine different learning goals according to different contents; Students of different grades should be instructed how to preview, listen to lectures, take notes, review and do homework. We should consider the cultivation of observation ability, imagination ability, thinking ability, reasoning ability and summary ability. The level of a teacher's teaching is not only the level of imparting knowledge, but also the level of cultivating students' learning ability.

Second, change "teaching plan" into "generating classroom"

When the initiative and enthusiasm of teachers and students are fully exerted, the actual educational process is far more vivid, lively and rich than the scheduled and planned process. Teachers should make full use of direct generating factors and show flexible teaching wit, instead of leading students by the nose. In order to promote the dynamic generation of classroom teaching, teachers should create a democratic and harmonious classroom teaching atmosphere. Teachers should truly establish a democratic relationship of equal personality and sincere cooperation in teaching. At the same time, teachers should attach great importance to students' words and deeds. On the platform of teaching and learning, learning from each other, teaching because of learning, and establishing the consciousness of grasping teaching opportunities at any time will certainly make our classroom teaching more lively and interesting, more energetic and more able to show the infinite charm of teachers.

Third, change "authoritative teaching" into "common discussion"

The new curriculum advocates the establishment of a learning model of independent cooperation and inquiry, which puts strong demands on the transformation of our teachers' functions and roles. Therefore, the function of teachers is no longer just inheritance, discipline and education, but more encouragement, help and advice; The relationship between teachers and students is no longer based on knowledge transmission, but on emotional communication; The role of teachers is no longer to fill the warehouse, but to light the torch.

Fourth, change "teachers say" to "students talk more"

In teaching, teachers should encourage and guide students to understand mathematical concepts on the basis of perceptual materials or make simple judgments and inferences through quantitative relations, so as to master the most basic knowledge and express this thinking process in language, which is conducive to correcting the defects of students' thinking process in time and guiding the whole class. Teachers can organize students to speak according to the characteristics of teaching materials. Teachers should not only understand the results of students' speaking, but also pay attention to the quality of students' speaking, so persistence is conducive to cultivating students' logical thinking ability.

According to the age characteristics of primary school students, a good math class should fully mobilize students' various senses and improve their interest in learning, instead of burying students in more and more exercise papers. In mathematics classroom, teachers should guide students to practice and speak, supplemented by other teaching methods, which is conducive to optimizing classroom atmosphere, improving classroom teaching effect and inevitably improving teaching quality.

In short, in the face of the challenge of the new curriculum reform, we must change our educational concept, use more brains and think more ways to closely link mathematics with real life, so that students can do, understand and develop mathematics in the process of studying practical problems from life experience and objective facts, and enjoy "happy mathematics".