1, Mathematics Curriculum Life
Mathematics teaching should start from students' life experience and existing knowledge, take the practical problems that students have experienced and are easy to understand as materials, and pay attention to the connection with the teaching knowledge that students already know and have experienced, so that students can understand the teaching knowledge and construct the mathematical knowledge structure through independent activities in familiar things and specific situations.
2. Let students experience the formation of mathematical knowledge.
The only correct way to learn mathematics is to implement "re-creation". Inquiry learning emphasizes that students gain personal experience by participating in learning activities similar to scientific research, which is "re-creation". Students must be allowed to see the formation and development of mathematical knowledge and experience how to "do mathematics" by themselves.
3. Change the way students learn.
The curriculum standard points out: "Students' mathematics learning and activities should be a vivid, active and personalized process." Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. " This is the core idea of this curriculum reform.
Teachers should change their teaching methods.
Curriculum standards point out: "Teachers are organizers, guides and collaborators of mathematics learning". In teaching, teachers should carefully organize classroom teaching, effectively guide students to participate in mathematics activities, and sincerely cooperate with students to create a new classroom culture.
5. The essence of evaluation is to promote the development of students.
New curriculum evaluation pays attention to students' all-round development. The main purpose of evaluation is to fully understand students' mathematics learning process, inspire students' teaching and improve teachers' teaching. An evaluation system with diversified evaluation objectives and methods should be established. Evaluation should pay attention to students' learning achievements, but also pay attention to students' emotions and attitudes in teaching activities, so as to help students know themselves and build up confidence.
Extended data:
Teaching concept is the concentrated expression of knowledge, people's views, basic attitudes and concepts on teaching activities, and people's beliefs on teaching activities. Teaching philosophy can be divided into theoretical level, operational level and subject level. Clearly expressed teaching ideas have extremely important guiding significance for teaching activities.
Pay attention to the progress and development of students. First of all, teachers are required to have "object" consciousness. Teaching is not a monologue. Without "learning", there is no "teaching" Therefore, teachers must establish students' dominant position and establish the idea of "all for students' development". Secondly, teachers are required to have the concept of "whole person".
The development of students is an all-round development, not the development of a certain aspect or a certain subject. Teachers must not overestimate the value of the subjects they teach, not only pay attention to the subjects, but also pay attention to the development of a complete person.
2. Paying attention to teaching efficiency requires teachers to have the concept of time and efficiency. Teachers can neither follow their feelings nor simply understand "benefit" as "teaching the most content in the least time". The teaching benefit does not depend on how much content teachers teach, but on the results of students' learning in unit time and the results of learning process.
3. Focus on measurability and quantification. If the teaching objectives are clearer and more specific, teachers' work efficiency can be tested. But we can't simply say that quantification is good and scientific. It is necessary to treat the combination of quantitative and qualitative, process and result scientifically, and comprehensively reflect students' academic performance and teachers' work performance. Therefore, effective teaching should not only oppose rejection of quantification, but also oppose over-quantification.
4. Teachers need to have a sense of reflection. Every teacher should constantly reflect on his daily teaching behavior: "Is my teaching effective?" "What kind of teaching is effective?" "Is there any more effective teaching than me?"
5. Effective teaching is also a set of strategies. Teachers are required to master relevant strategic knowledge in order to make decisions in the face of specific situations. Teachers don't need to master every skill.
Modern society is an increasingly diversified era. With the high differentiation of social structure, the increasingly complex and changeable social life and the diversification of people's value orientation, education also presents a diversified development trend.
This is first manifested in the diversification of educational needs. In order to meet the requirements of economic and social development, the specifications and standards of talents must be diversified; Secondly, it is manifested in the diversification of school subjects, educational objectives and management system; Thirdly, it is also manifested in the flexible and diverse forms and means of education and the diversified standards for measuring the quality of education and talents.
All these put forward higher requirements and challenges to the design and management of education and teaching process. It needs flexible design and management according to educational institutions and departments with different levels, types and management systems. It advocates flexible teaching and flexible management mode that is more in line with the actual education and teaching, and advocates providing a more relaxed social policy and regulation system and public opinion atmosphere for the development of education, so as to promote the prosperity and development of education.
References:
Baidu Encyclopedia-Teaching Concept