The new curriculum concept puts forward that successful teaching should take students as the starting point, take students' participation as the basis, and aim at improving students' knowledge level and forming correct attitudes and values. "Mathematics Curriculum Standard" clearly emphasizes: "Effective mathematics teaching must be based on students' existing knowledge, experience and cognitive development level, and help students truly understand, master and apply mathematics in the process of independent exploration and cooperative communication by creating realistic, interesting and challenging situations. "In teaching practice, I deeply realized that it is very effective to let students experience and understand mathematics in mathematical activities such as observation, operation, communication and reflection through specific situations.
Over the past few years, I have made many attempts and explorations in the effectiveness of the new curriculum mathematics classroom teaching. How can we make mathematics teaching effective? I think we can start from the following aspects:
First, based on the "demand point" of students-find a breakthrough according to local conditions.
Since the implementation of the new curriculum, many life scenes have been added to the teaching content of the new textbook, especially the mathematics textbook published by Beijing Normal University. Almost all new knowledge is based on real life, so students can explore, discover, summarize and verify the formation, occurrence and development of new knowledge on this platform. In this way, due to the differences in urban and rural life and various conditions, some teaching contents in the new textbook are also different in application. Many life scenes such as supermarkets and amusement parks have been inserted into the new textbook. For rural students, such a life scene is unfamiliar and it is not good to carry out teaching activities. Judging from the design of teaching materials, many learning activities need to be promoted by means of multimedia and related teaching resources. However, primary schools do not have these conditions. Of course, it is impossible for us to develop a set of textbooks suitable for both urban primary schools and rural primary schools. Moreover, the new curriculum requires teachers to "use textbooks" rather than "teach textbooks". then what This requires our teachers to find a breakthrough based on the needs of students and adjust measures to local conditions to make up for this difference in the use of teaching materials caused by regional differences.
Where to break through? "Mathematics Curriculum Standard" clearly puts forward that "mathematics teaching should be closely linked with students' real life, starting from students' life experience and existing knowledge". Therefore, we should skillfully use the conditions around us, tap the existing resources, and break through the local actual situation and students' own characteristics. In rural areas, although we don't have complete teaching conditions in urban primary schools, we have beautiful nature and rich living resources, which can arouse students' great interest. As we all know, "interest is the best teacher", therefore, we will base ourselves on the "demand point" of "interest" and seek a breakthrough according to local conditions. For example, in the teaching of interest and interest rate, we can take advantage of students' interest in "playing", take students to visit the bank, observe the surrounding environment of the bank, especially record the interest rate of the bank. After returning to class, I will take students' own lucky money as an example, and let students simulate the activity of "saving money and withdrawing money" and carry out learning and inquiry activities in the activity. What is the interest rate? "'how to calculate the interest? "Why are the interest rates of banks different? ... how to save money will save more money? " ..... these problems, I just combined with the information they obtained in the interview and investigation, and solved them with a little help. Because the problems are discovered by students themselves and they have personal life experiences, it is smooth to find solutions to the problems, and students can choose different ways to save money according to their actual needs. At the same time, they really experienced the application value of mathematics knowledge life in such learning activities, which inspired their confidence in learning mathematics.
For another example, the textbook "Distance, Time and Speed" for the fourth grade mathematics class of Beijing Normal University has designed a competition situation of "Which car runs fast", and students can solve problems according to the dialogue information of "the truck runs for two hours 120km" and "the van runs for two hours10km". In rural primary schools, the presentation of such content is unfamiliar and abstract to students, and teaching activities will be more boring if multimedia means are not used. To this end, I rearranged the teaching materials when designing this topic: starting with the walking speed of two people who have more contact with each other in students' lives, I designed a small theme "On the way to school", which allows students to perceive the meaning of distance and time according to the distance and time spent on their way to school, and then according to the time spent by students on their way to school every day, the perception of speed is related to their own speed, combining with their daily life experience, thus producing the concept of speed. Finally, combined with the relationship between time, distance and speed, a series of inquiry questions are designed to guide students to solve practical problems in life according to the relationship between time, distance and speed ... In this way, the theme of students' life is adapted into lively learning content that students are interested in, so that students can actively participate in learning and find that mathematics is around, thus improving their ability to look at practical problems with mathematical ideas.
Therefore, it is not necessary to have complete facilities and conditions to make mathematics classroom teaching lively and effective. We should look for living resources around students in the existing differences, based on students' needs, strive to create learning situations that students are interested in, and find a breakthrough according to local conditions. Only when our mathematics classroom teaching has vitality can we get twice the result with half the effort.
Second, learning based on "contact point"-autonomous communication and cooperative learning
The biggest feature of the new textbook is to arrange the teaching content with mathematics activities as a clue to promote students' independent participation, exploration and communication. "Mathematics Curriculum Standards" also points out that "effective mathematics learning activities can not only rely on imitation and memory, but also practical, independent exploration and cooperative communication are important ways for students to learn mathematics. Therefore, mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. " In view of the characteristics of teaching materials and the requirements of curriculum standards, the learning differences between our students are immediately highlighted. The main differences are: basic differences, dynamic differences, operational differences and directional differences. Students' behaviors and abilities in the process of inquiry activities are really varied: some students are smart and capable, while others are weak and lazy to think. These differences greatly reduce the effectiveness of mathematics classroom teaching.
Then, how can we balance the differences in learning to improve the effectiveness of our teaching in mathematics teaching activities? In order to make students balance and complement each other in learning activities, we need to establish learning contact points-independent communication and cooperative learning. How to establish learning contact points in mathematics classroom inquiry activities. The establishment of learning contact points is directly reflected in the activities.
I have been verified in the teaching of fifth-grade mathematics origami in Beijing Normal University. In teaching, after introducing a new class, I took out my own small paper crane teaching aid for students to enjoy. Students like it very much and ask how to fold it. Seeing the students' interest, I said, "Students, you need some basic origami skills to fold paper cranes. For example, will there be a score discount? " "Yes!" "The teacher wants everyone to fold the scores first. Please fold a piece of music that you like better. " The students immediately excitedly took some papers and folded them. ..... Soon, I found that some students folded with relish, some stopped to look around after a few folds, some watched the deskmate fold step by step, and some scratched their heads and even shouted, "Teacher, teach me how to fold!" The difference between students being able to fold and not being able to fold is revealed. Looking at the students' cheerful, lively and lovely appearance, I know this is the best time to guide them, and make a targeted guidance so that students can freely form study groups, communicate with each other and learn from each other. A study group is formed instantly. The students who can fold have become "little teachers" in business. Some of my classmates are holding paper, while others are chattering ... at the same time, I am not idle: patrolling and giving appropriate instructions. At this point, in the strong atmosphere of cooperation and exchange, students experienced the fun of cooperation in the activities. I also particularly emphasize: while folding the music score, we should think about the meaning of the music score. In this classroom teaching activity, through the contact point of "group cooperation, exchange and learning", I skillfully made up the difference between students who can "overlap" and "can't overlap".
I have a heartfelt feeling: in class, different students have many differences because of their own characteristics. If we give students more opportunities for cooperation and communication, students can study so actively! It seems that we are not afraid of learning differences. As long as we trust students, make use of the differences in learning, establish learning contact points-autonomous learning, cooperative communication, let students learn in cooperation, make up their differences in communication, and learn to try to solve problems in their own way, we can better play the originality of students' thinking and let them experience the joy of learning mathematics!
Third, based on the teacher's "role point"-be kind to differences and actively guide.
The individual differences of students are formed by many reasons. Because each student is influenced by different genetic factors, family factors, personal factors and social environment, this will inevitably lead to different objective differences in everyone's development. How to narrow the differences in teaching is a problem that must be paid attention to in order to realize effective teaching. Teachers should understand their position in the curriculum, respect and admit the differences, proceed from the actual situation of students, give targeted lectures according to different situations, make use of various channels, actively create conditions and situations for teacher-student communication, and provide every student with opportunities to display their talents as much as possible. Both excellent students and "students with learning difficulties" have their own advantages and disadvantages. In teaching, we should pay attention to hierarchical guidance and teach students in accordance with their aptitude.
In students' learning and inquiry activities, teachers are not shepherds, but leaders, guides, participants, managers and active bystanders in the flock, and they must never be nannies. In classroom teaching activities, teachers should not do everything for students, but should calm down and study with students. In the process of research, the guiding role of teachers is by no means what to do: what should you do, but should treat students as friends and suggest in a consulting tone: "This may be better." In activities, teachers should wait patiently for students' results and allow students to make knowledge mistakes to the maximum extent. Only when there are mistakes will you doubt, and only when you doubt will you think. They can only learn by thinking, and only by learning can they have results. If a student doesn't make mistakes in knowledge, he will never know what is right. In exploration, students who actively participate will make mistakes. As long as teachers are kind to differences and actively guide them, they are not afraid of L.
As the saying goes, "the child's mind is pure and flawless." Every teacher's attitude towards students must not affect their healthy growth. Teachers should treat every student equally in classroom learning activities. I remember when I was teaching the meaning of percentage and reading and writing methods, in order to facilitate teaching, I organized a survey of "percentage in life" before class. There is a student in my class named Ye Huajian. Poor grades, especially naughty. When he was grouped, none of his classmates liked him. His classmate said, "Teacher, Ye Huajian's grades are so poor, what can he do?" "Yes, isn't this holding us back?" At that time, I thought to myself: yes, his grades are so poor, what can I do? But on second thought, if I don't let him play his talents in the activity, it will definitely hurt his self-esteem, so I said, "Let him find the information!" " "The next morning, I found that many groups didn't know about this survey. Who knows, only Ye Huajian brought many bottles and a thick stack of various instructions and food packaging bags. In classroom learning activities, his "achievements" have come in handy greatly, and now he has become the meritorious minister of his group. Later, in the test of this unit, I found that Ye Huajian's grades improved a lot. Therefore, only by acknowledging students' differences, being kind to students' differences and accommodating students' differences can students have the opportunity, interest and effect of active participation.
In a word, the mathematics classroom teaching of the new curriculum really challenges teachers. The most important thing for teachers to truly implement the effectiveness of mathematics classroom teaching is to pay attention to the differences between students and treat them well. "Mathematics Curriculum Standards" emphasizes: "In teaching, we should respect each student's personality, allow different students to understand problems from different angles, express their thoughts in different ways, and solve problems with different knowledge and methods." Thus, in the process of students' learning, there are differences and differences are allowed. Therefore, in order to truly implement the effectiveness of teaching in the new curriculum mathematics classroom teaching activities, teachers must be kind to students' objective learning differences, make full use of these "differences" in the process of students' learning and exploration, find the breakthrough point, establish contact points, and play a role, so that each student can "interact" in learning and exploration, experience and make up for them in "interaction", and turn differences into wealth!
(Editor: Chen Zhihua)