As a junior high school math teacher for nearly ten years, I spent nearly two years consulting various materials while using experimental textbooks. Now I personally talk about my own views on how to teach under the new mathematics curriculum:
1, Analysis of Traditional Mathematics Curriculum
Traditional mathematics teaching thinks that mathematics is gymnastics of thinking. However, in the process of learning, students feel that the theory is too strong, and some of the contents are of no practical value (of course, the connection between mathematical thought and practical application has been strengthened in recent years); In addition, because the exam-oriented education largely covers the true colors of mathematics courses, mathematics is considered to be doing problems. The tactics of questioning the sea is the most powerful weapon for teachers and students to cope with exams, which distorts the original process of mathematics: experience, experience, exploration and so on. This will make students feel tired of learning.
The Experimental Draft of Mathematics Curriculum Standard for Full-time Compulsory Education is very different from the traditional curriculum system, especially in the aspects of teaching material content, goal orientation, teacher-student relationship, learning methods and so on. The content is divided into four fields: mathematical algebra, space and graphics, probability statistics and practice and comprehensive application. In the specific objectives, the process objectives of "experience (feeling), experience (understanding) and inquiry" are added to describe the level of mathematical activities. At the same time, it is pointed out that mathematics is not only imitation and memory, but also hands-on practice, independent exploration and cooperative communication are the main ways for students to learn mathematics.
In the new mathematics, teachers don't just teach, and students don't just learn; As front-line mathematics teachers and teaching and research personnel, we must fully understand the mathematics curriculum standards, update our own educational ideas and comprehensively improve the level of education and teaching. A variety of exercises, a large number of exquisite illustrations and vivid language have been added to the new mathematics textbook, which is illustrated with pictures and texts, intuitive in image and vivid in plot. Such as doing, listening, speaking, trying, thinking and practicing. In particular, the appearance of anthropomorphic cartoon images loved by young students is more in line with children's tastes.
Confucius, an ancient educator in China, said, "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy". Interest in learning is the most active and positive component of learning motivation, and it is also the most basic internal driving factor in learning activities. For example, interesting and creative words such as "Is the game fair", "Learn from me" and "Try it" in textbooks will make us involuntarily enter the world of mathematics. The implementation of the new curriculum is like a timely rain, full of vitality and vigor. As soon as we come into contact with the new textbooks, we can immediately feel the new breath, new ideas and new concepts of mathematics, which not only greatly touches teachers, but also brings students the desire to learn and provides opportunities for teachers and students to learn and develop.
2. Teaching analysis under the new mathematics curriculum standard.
There is no doubt that the new curriculum is scientific, practical, advanced and forward-looking, but in the course of the new curriculum, we have also seen many "new phenomena" that traditional classrooms do not have, such as "noisy" classrooms, students' loud voices and high emotions, and math classes, like physics and chemistry classes, have also begun experiments; Students often do some small productions, handicrafts and the like;
On the other hand, many students also have "problems" in their study, such as poor calculation ability, error-prone, poor expression ability and imprecise thinking, which is in sharp contrast with the traditional classroom situation and "effect" and also makes many parents worry: How to learn mathematics? Learn what? Even the math teacher is talking about how to teach this course. In fact, the fundamental difference between the old and the new lies in the basic concepts. The new curriculum highlights the foundation, popularization and development of mathematics learning. It advocates that "mathematics should be geared to all students" and realizes "everyone learns valuable mathematics", "everyone can get necessary mathematics", "different people get different degrees of development in mathematics" and "popularize the idea of mathematics".
Therefore, I personally think that the new classroom teaching of mathematics should have appropriate countermeasures.