Mathematics is a subject that studies concepts such as quantity, structure, change, space and information. The following is my paper on the transformation of primary school mathematics teaching concept and teaching method, hoping to help everyone.
The change of primary school mathematics teaching concept and teaching method 1 First, "find" mathematics in the life situation.
The so-called situation is to bring the contradictory problems solved by students into a certain situation with the needs of knowledge and knowledge, and with the needs of shallow knowledge and knowledge. Creating life situations can stimulate students' interest in exploring laws. A very important reform in the new curriculum standard is to pay attention to the cultivation of students' emotions and attitudes. Effective classroom teaching can stimulate learning interest and create good learning emotions, and students can actively and wholeheartedly devote themselves to learning. Mathematics comes from life, and there is mathematics everywhere in life. Mathematics knowledge and teaching activities are inseparable from students' life practice. It is a concrete manifestation of mathematicization of life problems to guide students to find mathematical problems in life examples and establish mathematical models. Giving students enough free space to explore, innovate and find ways to solve problems in their own way can enhance their sense of cooperation. Students unconsciously and actively participate in mathematics activities, cultivate students' problem awareness and ability in interactive learning, and experience the success and fun of learning.
Second, "thinking" mathematics is thinking, saying and doing.
In the use of new textbooks, teachers need to change their teaching concepts, straighten their own positions and restore students' status as masters; Give full play to teaching democracy, handle the relationship between teachers and students, and create more time and space for students to think, speak and do things. In the teaching of "Knowing Triangle", I will show you what shape the red scarf around your neck is. (Triangle) What other objects are triangular in daily life? Yes, there are many triangular objects in life. Besides what you just mentioned, there are pennants and signs on the road. Mathematics comes from life. Contact the objects around the students to know the triangle, and say the triangle with your brain and mouth, so that students can feel that mathematics is around them, and there is mathematics everywhere in their lives, which can stimulate their feelings of loving life. Then let the students form a triangle with several prepared sticks, draw the triangle by hand, and pull the rectangular frame of their school furniture at the same table to see if there will be any changes. Let students get perceptual knowledge of triangles in the process of posing and drawing, then raise perceptual knowledge to rational knowledge through discussion, and then actively explore and think under the guidance of teachers, so that students can realize the value of mathematics.
Third, "learn" mathematics in different games.
"Mathematics Curriculum Standard" points out that in teaching, it is necessary to create learning situations that are closely related to students' living environment and knowledge background and are of interest to students. Students are bound to try their best to understand what they are interested in, to study it, to own it, and thus to acquire knowledge and skills related to it. Teachers should grasp the fun psychology of junior students and design different levels of "play", from the beginning to the end, and then to themselves, so that they can keep thinking and exploring while playing.
Fourth, "understand" mathematics in the game.
In junior high school mathematics teaching, by introducing games into the classroom, the teaching content is contained in games, and the static classroom teaching is changed into dynamic teaching activities, so that students can learn knowledge through playing. Children's attention is mainly manifested in unintentional attention, and intentional attention cannot last long. Therefore, after studying for a period of time, students tend to be distracted, distracted and inactive. At this time, using games to complete the remaining teaching tasks will get twice the result with half the effort. "Understanding" mathematics in the game can make students realize the connection between mathematics and nature and between mathematics and the surrounding world. This teaching method is suitable for children's psychological characteristics and follows children's learning rules, and has achieved good teaching results.
Fifth, "feel" mathematics in real life
Mathematics comes from life, and there is mathematics everywhere in life. For primary school students, common sense and experience formed in life are the basis for them to learn mathematics. In teaching, I strive to expand the space for students to know and discover mathematics, attach importance to the accumulation of students' mathematical experience, and get twice the result with half the effort in classroom teaching. With the deepening of the new curriculum teaching experiment, through effective communication between home and school and a series of experimental assignments, students' interest in learning mathematics is cultivated, students' love for mathematics is stimulated, and students can feel mathematics in life and learn mathematics unconsciously.
Sixth, "do" mathematics in an open classroom atmosphere.
Lively and active is a child's nature. Classroom teaching should conform to children's nature, design teaching according to children's hobbies, and display activities in students' favorite games, such as finding friends, sending letters, spitting fish, sending small animals home, etc., to stimulate their enthusiasm for learning, communicate their feelings, provide students with more opportunities to express themselves and communicate fully, and give them more free time and space. Inspire each other, communicate with each other, influence each other, seek together, explore together, experience together, master the knowledge, ideas and methods of mathematics, and fully feel the charm and fun of mathematics.
The transformation of primary school mathematics teaching concept and teaching method. 2 The society is progressing constantly, and the old educational concept has not adapted to the needs of society, which requires our educational concept to be further updated. Mathematics curriculum standard is the behavioral goal of mathematics teaching under the new situation, which puts forward new requirements for teachers' classroom teaching. Most teachers are in the transition period from the original teaching concept to the new teaching concept. We should really understand the essence of mathematics curriculum standards, not only highlight the advanced teaching ideas under the new curriculum standards, but also develop excellent teaching methods in traditional teaching. The classroom teaching of primary school mathematics under the new curriculum reform concept should stimulate students' interest in learning mathematics, cultivate students' emotions, establish students' self-confidence in learning mathematics well, and provide students with opportunities for hands-on, independent exploration and cooperation. Students can also learn mathematics in their own way, so that students can improve their thinking ability, emotional attitude and values while acquiring mathematical knowledge. The practice results show that with the change of classroom teaching, students are active in thinking, dare to question, willing to communicate with classmates and teachers, dare to express different opinions and are willing to express themselves. Here, I will talk about my own practice on the transformation of mathematics classroom teaching concept and teaching method.
(A) to build a new outlook on students.
The view of students is the concrete expression of teachers' teaching ideas and the starting point of teachers' teaching behavior. The new curriculum system fully affirms the intrinsic value of students and takes personality development as the fundamental goal of the curriculum. To realize this idea, teachers are required to change the old view of students and give students the initiative to learn. Secondly, we should focus on changing students' long-term self-knowledge and learning style, awaken students' subjective consciousness through the change of their own teaching methods, liberate students from the passive world, let students truly realize their own learning subject, and let students think for themselves, do it themselves and learn independently. Specifically, teachers should give all students much more opportunities and rights to participate in learning than traditional teaching, evaluate students' learning from a dynamic and developmental point of view, pay attention to students' participation and learning experience, be kind to students' various performances in the process of life, create space for students to think independently and identify, and actively construct knowledge.
(2) Establish a new relationship between teachers and students.
In the process of implementing the new curriculum, the communication between teachers and students should be a dialogue and equal "I-you" relationship. Under this relationship, both teachers and students regard knowledge as the text of dialogue, respect the differences of horizons, open their hearts, accept each other and communicate freely, and finally realize the integration of horizons and the generation of knowledge. Dialogue teaching requires both teachers and students to communicate sincerely as rich people with thoughts, feelings and personalities. Each side regards the other side as "you" who can talk to it, and both sides participate in the dialogue as complete people in the depths of the complete spiritual world, accepting, opening up and understanding each other. That is, teachers don't teach students the pre-organized knowledge system as an authority, but explore and create knowledge with students. Students no longer passively listen to teachers' instructions as containers of knowledge, but directly talk with knowledge with their own interests, needs and opinions, and get the meaning of life from them. Through the interaction and communication of each other's hearts, the two sides of the dialogue jointly create and develop courses, and explore, experience and feel the world inside and outside the knowledge or the meaning of existence.
(C) "learning" mathematics in happiness
Students are bound to try their best to understand what they are interested in, so as to acquire knowledge and skills related to it. Teachers should grasp students' fun psychology and design different levels of "play", from the beginning to play with teachers to the end, play by themselves, and constantly think and explore in play. When teaching "Understanding of 0", first show a picture of an empty classroom to guide students to observe, discuss and talk about their own views. Look around us and find out where there are zeros. Let the students play and change again? Talk about your own findings. In what case, 0 represents the starting point. Anyway, 0 means no. In the whole teaching process, students learn "0" knowledge in happiness.
(D) "Feel" mathematics in real life
Mathematics comes from life, and there is mathematics everywhere in life. For primary school students, common sense and experience formed in life are the basis for them to learn mathematics. In teaching, I strive to expand the space for students to know and discover mathematics, attach importance to the accumulation of students' mathematical experience, and get twice the result with half the effort in classroom teaching. With the deepening of the new curriculum teaching experiment, through effective communication between home and school and a series of experimental assignments, students' interest in learning mathematics is cultivated, students' love for mathematics is stimulated, and students can feel mathematics in life and learn mathematics unconsciously.
In short, the change of teaching and learning methods requires teachers to constantly form new basic skills, which are no longer presented in the form of knowledge, but in the form of behavior; Constantly renew ideas and explore the needs of curriculum reform.
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