Over the past few years, we have actively participated in the research of sub-topics under the main topics of the Eighth Five-Year Plan and the Ninth Five-Year Plan, and explored some methods to reduce the burden on students and improve teaching efficiency accordingly. However, with the continuous advancement of quality education, the reform of mathematics teaching in primary schools is deepening. In practice, we feel more and more deeply that in order to achieve "low consumption and high efficiency" in primary school mathematics classroom teaching, we must seek some effective operation strategies.
Based on the above understanding, and in view of the age characteristics of senior high school students, combined with the subject characteristics of primary school mathematics and referring to the national new curriculum standards, we put forward the "experimental research on student-centered teaching in primary school mathematics classroom teaching", hoping to explore some specific operational strategies to adapt to the learning of primary and senior high school students, so as to promote the harmonious development of students' personality, improve classroom teaching efficiency and comprehensively improve students' comprehensive quality of mathematics.
The main content of asking questions in the text
This experiment takes mathematics classroom teaching as the basic approach, calculation teaching, graphics teaching and application problem teaching as the research links, and students' operation activities and students' activities in situations as the main contents of the experimental research. Based on classroom teaching, I will start with enlightenment activities, teacher-student interactive discussion activities, student operation activities and student operation activities, and integrate courses such as calculation teaching, graphics teaching and applied problem teaching with students' autonomous learning. By optimizing the combination and mutual connection, we can give full play to the role of experimental factors to achieve the effect of integration.
(1) Students' self-study activities since enlightenment: guide students to explore independently, understand the connotation of mathematics knowledge, and cultivate self-study ability.
(2) Teacher-student and student-student interactive discussion activities: let students learn through contact, cooperation and communication with others, and cultivate the ability of cooperative learning.
(3) Students' operation activities: let students have tactile experience, learn by hand and cultivate the ability of active exploration.
(4) Students' activities in situations: create relevant situations, make teaching "restore" life, combine it with real life, and cultivate students' practical problem-solving ability.
Research work plan (including stage work guidance)
From September 2002 to February 2002, the project was established, the scheme was compiled and the pre-test was completed.
From February 2002 to February 2004, 65438+February organized the implementation, recorded the situation and data, and conducted research and analysis.
From June 5, 2005 to 2005 10, the research results of the project were summarized, and the project ended.
Curriculum problem plan
Classroom teaching of mathematics activities in lower grades of primary schools
Experimental research scheme
First, the background and significance of the experiment
For a long time, the efficiency of mathematics teaching in primary schools in China is low. One of the important reasons is that teaching is divorced from students' actual activities and students are in a passive acceptance state. Therefore, the current improvement of primary school mathematics teaching must effectively strengthen students' mathematical practice activities. As the mathematics syllabus points out: "Students are the masters of mathematics learning. In the teaching process, we should strengthen students' mathematical practice activities, guide students to actively acquire knowledge and form abilities in practice, and avoid tedious analysis and trivial mechanical exercises. "
Over the past few years, we have actively participated in the research of sub-topics under the main topics of the Eighth Five-Year Plan and the Ninth Five-Year Plan, and explored some methods to reduce the burden on students and improve teaching efficiency accordingly. However, with the continuous advancement of quality education, the reform of mathematics teaching in primary schools is deepening. In practice, we feel more and more deeply that in order to achieve "low consumption and high efficiency" in primary school mathematics classroom teaching, we must seek some effective operation strategies.
Based on the above understanding, and in view of the age characteristics of senior high school students, combined with the subject characteristics of primary school mathematics and referring to the national new curriculum standards, we put forward the "experimental research on student-centered teaching in primary school mathematics classroom teaching", hoping to explore some specific operational strategies to adapt to the learning of primary and senior high school students, so as to promote the harmonious development of students' personality, improve classroom teaching efficiency and comprehensively improve students' comprehensive quality of mathematics.
Second, the objectives and assumptions of the experiment
1. Through the experimental study of "student-centered classroom teaching of primary school mathematics", we can change the concept of taking exams, effectively overcome some disadvantages in classroom teaching, reduce students' burden, promote students' all-round development, improve classroom teaching efficiency and comprehensively improve students' comprehensive mathematics quality.
2. Through experimental research, seek and explore effective ways and methods to activate primary school mathematics teaching, optimize classroom teaching, summarize the basic laws of activating mathematics teaching, and provide effective strategies for related research and strengthening subject teaching.
Third, the guiding ideology and basic principles of the experiment
1, the guiding ideology of the experiment:
Guided by the spirit of Mathematics Curriculum Standard for Nine-year Compulsory Education and related documents from higher authorities, the requirements of mathematics syllabus for nine-year compulsory education in primary schools, and modern educational ideas and theories, this experiment aims at the phenomenon of low teaching efficiency in high school mathematics teaching, and comprehensively improves classroom teaching efficiency and students' comprehensive mathematics quality through experimental research on "open" mathematics classroom teaching.
2. Basic principles:
(1) operability principle
Our experiment is based on classroom teaching, seeking and exploring ways and means of mathematics teaching activities, so as to create some effective teaching variables that can be popularized in a certain range and can be operated better.
(2) the principle of wholeness
This experiment focuses on the whole process of high school students' mathematics learning, involving calculation teaching, graphic teaching and application problem teaching. Only by optimizing the combination of related factors can the integration effect of experiments be exerted.
(3) the principle of harmonious development
The goal of this experiment is to promote the harmonious development of students' personality, give students more initiative in classroom teaching, and make students willing to learn mathematics, learn to learn mathematics, learn to use mathematics, increase their talents and learn to be a man in a broad and relaxed activity atmosphere.
Four. Contents, methods and measures of the experiment
1, definition of related concepts
"Activity-based mathematics classroom teaching" mainly refers to all kinds of mathematical practice activities that students participate in in classroom teaching. This experiment mainly focuses on the enlightenment activities since students' autonomous learning, the interactive discussion activities between teachers and students in classroom teaching, the students' operation activities and the students' performance activities. The activities of students in situations are the main content of experimental research.
2. Contents and methods of the experiment.
This experiment takes mathematics classroom teaching as the basic approach, calculation teaching, graphics teaching and application problem teaching as the research links, and students' performance activities and students' situational activities as the main contents of the experimental research.
3, the basic measures of the experiment
This experiment is based on classroom teaching, taking calculation teaching, graphic teaching and pinyin teaching as courses, and taking students' self-reading since the enlightenment activities, teacher-student interactive discussion activities, student operation activities and student performance activities as a whole. By optimizing the combination and mutual connection, we can give full play to the role of experimental factors to achieve the effect of integration.
(1) Students' self-study since the Enlightenment: guide students to read independently, understand the connotation of mathematics knowledge, and cultivate self-study ability.
(2) Teacher-student and student-student interactive discussion activities: let students learn through contact, cooperation and communication with others, and cultivate the ability of cooperative learning.
(3) Students' operation activities: let students have tactile experience, learn by hand and cultivate the ability of active exploration.
(4) Students' activities in situations: create relevant situations, make teaching "restore" life, combine it with real life, and cultivate students' practical problem-solving ability.
4. About experimental variables
(1) Independent variables: The "active" measures adopted in this experiment are independent variables, among which since the enlightenment activities, teacher-student interaction and discussion activities, students' operation activities, students' operation activities and situational activities are the independent variables of important operations in the experimental factors, while "activity environment" is the auxiliary independent variable of this experiment, for reference only.
(2) Dependent variable: According to the content of the main independent variable and the goal of the experiment, the dependent variable should be the comprehensive quality of students.
(3) Independent variables: Teachers' knowledge level, professional ability, students' knowledge base, intelligence and other factors should be controlled as independent variables, and eliminated, balanced and offset accordingly.
Five, experimental observation index, measurement and statistical processing.
1, observation index:
(1) Self-study ability (2) Cooperative learning ability (3) Active exploration ability
(4) Language perception ability (5) Expression ability
Step 2: Size
The combination of written test and oral test, the combination of classroom immediate effect and experimental ultimate effect test. Among them, the immediate classroom effect is detected by the project undertaker in various ways during the experiment; Test the students' basic scores and final effects before and after the experiment; In order to facilitate supervision, the semi-annual phased detection is adopted in the experimental process.