First, the connotation of primary school mathematics teaching cases

A case is a description of the actual situation, which contains one or more difficult problems and may also contain solutions to these problems. Teaching cases describe teaching practice, and show people some stories containing typical behaviors, thoughts and feelings of teachers and students in rich narrative forms. The case of primary school mathematics teaching should describe the typical vivid communication state and external behavior of teachers and students in the classroom teaching situation of primary school mathematics, and portray their rich and delicate mental state and inner world.

Second, the characteristics of primary school mathematics teaching cases

1, authenticity of materials

The case should reflect a real event, that is, it describes real people, true feelings and insights, and should stimulate everyone's thinking.

2. Typical selection of materials

The case of primary school mathematics teaching describes a typical mathematics teaching case, which should have a complete plot from beginning to end and contain some dramatic conflicts, mainly focusing on the conflicts between mathematics teachers and students, and between students and students' mathematical thinking.

3. Specific circumstances

The narrative of primary school mathematics teaching cases should be specific and special, and it should be able to vividly describe mathematics teaching and students' mathematical thinking activities. For example, reflecting a bilateral activity between a math teacher and a student around a specific math teaching goal and specific math teaching content should not be an abstract summary description of the overall characteristics of the activity, but a detailed and interesting description of the specific plot of the bilateral activity.

4. Spatio-temporal extensibility

The description of primary school mathematics teaching cases should put the cases in a time-space framework, that is, explain the time and place of the events. The description of the case should be placed in the real life scene, which makes people feel immersive.

5, the goal is comprehensive.

Behavior description in primary school mathematics cases should reflect the characteristics of teachers and students' teaching and learning, cover all teaching objectives and reveal the inner world of characters. Such as thinking activities of mathematics cognition, attitude and emotion towards teaching, motivation and need of learning mathematics, etc.

Third, the function of primary school mathematics teaching cases

The writing cases of primary school math teachers have the following functions:

1. Recording function-Case writing provides an opportunity for primary school math teachers to record their teaching experience. Case writing is actually a record of some puzzles, joys, problems and so on in the teaching profession. If a math teacher mainly shows his life value in class, in school and in communication with students, then the case is a record of the light of the teacher's life to a certain extent. In the case, there is the teacher's emotion and infinite vitality. Cases can reflect the evolution of education, on the one hand, as a reflection of personal development history, on the other hand, as a process of educational reform under the social background.

2. Guiding function-case writing can make primary school math teachers more deeply aware of the key and difficult points of their work. The fact that can become a case is often a lingering problem or unforgettable event in the work of primary school mathematics teachers. If writing cases has become a habit and a way of working, then with the increase of case materials, you will gradually find out where the difficulties are in your work and what the direction of future efforts is.

3. Reflective function-Case writing can promote primary school math teachers to reflect on their own behavior and improve the professional level of teaching. If reflection is regarded as an organic part of mathematics teaching, rather than impulsive or year-end behavior, it can greatly promote the professional development of primary school mathematics teachers and upgrade them to professional level.

4. Communication function-The case provides an effective way for teachers to share experiences and strengthen communication. Teachers' work is mainly reflected in a personalized labor process, and there is relatively little communication at ordinary times. Case writing reflects the educational and teaching experience of one or several teachers in written form. It can help other teachers effectively understand the thoughts and behaviors of colleagues, and make personal experiences become everyone's wealth. At the same time, through personal analysis and group discussion. I can realize the complexity of my work and the diversity and fuzziness of the problems I face, and I can improve my original silent knowledge, my knowledge, values and attitude. , can only be expressed in a self-evident or self-evident way, through discussion and critical analysis, from perceptual knowledge to rational knowledge.

Fourth, the compilation of primary school mathematics teaching cases

1, compilation principle

(1) principle of objectivity. A case is a description of an actual situation, which cannot be replaced by "facts fabricated in a rocking chair" or "facts derived from abstract and generalized theories". Insist on seeking truth from facts and try to record cases objectively in the order of time development. Putting an end to adulteration will not be a "reasonable idea". Don't play with words, and don't distort or change the facts because of the need of words.

(2) the principle of uniqueness. In case writing activities, teachers should be encouraged to do creative work, not to be have it both ways like others, but to have individual observation, practice, reflection and expression.

(3) the principle of value. The purpose of writing cases is to promote teaching reform. Therefore, the advanced and practical value of the selected case is directly proportional to the practical significance of the case itself. Therefore, we should choose cases from the height of the times and face the actual needs of teaching.

2. By analyzing relevant cases, it is not difficult to find the general format and writing method of the case. At present, the main format of expert case writing is "case+analysis", and its variants mainly include "prompt-case-analysis" and "prompt-case-interview-analysis". Hint mainly introduces the basic theories of education involved in Case and Analysis, which can promote the integration of theoretical knowledge and teaching examples. Interview Record records interviews with relevant teachers in the form of dialogue, externalizing teachers' tacit knowledge, so that others can understand the background, process and practice of the case more comprehensively and deeply. The main format of teachers' case writing is "fragment+reflection", and its variants mainly include "background-fragment-reflection" and "fragment-evaluation-reflection". It can be seen that the case mainly consists of two parts, namely "case+reflection". Cases are fragments of teaching behavior intercepted for a theme, and these fragments contain certain educational theories. It comes from practice, but it is higher than practice. The case is based on real teachers and events, but it is not a simple mechanical classroom record. It is a teacher's description of his typical teaching events. It can describe a lesson or a fragment, or it can overlap related fragments of several lessons around a theme. From the manifestation of the case content, there are mainly "narrative" and "dialogue"; Judging from the arrangement of case contents, there are mainly "single type", "contrast type" and "progressive type". On the one hand, reflection is based on cases, which combines theory with practice and proves theory with examples; On the other hand, it is higher than the case, so we should put forward new problems and new viewpoints from the analysis of the case.