I. Background of the problem
1, current situation analysis:
Since the new round of curriculum reform, the hands-on operation in school-based teaching and research activities in our school has benefited teachers and students a lot, but in reflection, we have also found some outstanding problems in students' hands-on operation to varying degrees:
(1) Students are not really allowed to operate in the classroom, but operate for the sake of operation, without paying attention to actual results, and sometimes they become a mere formality, which leads to low efficiency in the classroom.
(2) insufficient guidance, and various placement phenomena exist during operation.
(3) Some hands-on operations have lost their real meaning in the hustle and bustle.
(4) Most students like hands-on operation, but after the liberalization of classroom organization and students' learning methods, the contradiction between completing teaching tasks and classroom teaching time becomes more prominent.
2. Result analysis
(1) Teachers lack the skills to control the difficulty of operation, and their control ability needs to be strengthened.
(2) Teachers ignore the regulation of operation time in the process of operation. Too long homework time leads to confusion, and too short homework time leads to a bad tendency to become a mere formality.
(3) Teachers can't fully and effectively control the operation process, which leads students to have no direction in operation and no goal in thinking, and can't accurately and comprehensively understand and master new knowledge.
(4) Students are not familiar with the operation process and methods, and their operation level and ability are uneven, which leads to the phenomena of no priority in operation, unclear goals, benefit transfer, and inability to use both hands and brains.
Therefore, in view of the above problems, the mathematics teaching and research group of our school decided to take "knowledge generation in experiential operation" as a small topic and "area of parallelogram" as an example to carry out heterogeneous small topic research activities in the same class.
Second, theoretical support.
1, physiologists believe that in classroom teaching, letting children operate is conducive to the coordinated activities of the brain functional system. The so-called "flowers of wisdom bloom on the fingers."
2. Educators believe that children can acquire perceptual knowledge through practical activities such as counting, posing, drawing, measuring, folding and spelling, which can help children acquire perceptual knowledge and cultivate abstract thinking ability and spatial concept.
3. Psychologists believe that in classroom teaching, it is in line with the development process of children's gradual transition from image thinking to logical thinking. Piaget, a famous child psychologist and mathematician, once said that "wisdom begins automatically" and brilliantly discussed the close relationship between "heart" and "hand" and "wisdom" and "action".
4. The new curriculum standard of mathematics points out: "We should cultivate students' initial logical thinking ability through intuitive teaching and practical operation. ..... Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. "
Third, the theme of teaching and research activities
Starting from students' favorite hands-on operation, let students do it in their study and study, and let mathematics activities be wonderful because of operation.
Four. Small theme target
1, build a teaching and research platform that is willing to practice, good at research and dare to explore, and train a group of scientific research teachers with exquisite business and strong research ability.
2. Cultivate teachers' comprehensive and effective ability to control the operation process and enhance the effectiveness of the operation.
3. Strengthen cooperation and communication among teachers, and improve teachers' classroom teaching and reflective ability.
4. Strengthen students' understanding of operating procedures and methods, and cultivate students' operational level and ability.
5. Through the hands-on operation in special research, students can use all kinds of senses to cultivate their hands-on ability and innovation ability, improve their quality and promote the effectiveness of hands-on operation in classroom teaching.
6. Fully stimulate and mobilize teachers' subjective initiative, promote teachers' professional development, and promote the development of students and schools with teachers' development, so as to realize the great development of education.
Through the study of lesson examples, we can accumulate experience, promote theory, guide practice, promote reflection and form teachers' unique teaching characteristics. To lay the foundation for realizing the grand goal of "research school" in our school.
Verb (abbreviation of verb) teaching and research form
1, through the school-based training mode of expert guidance, full participation, peer assistance and practical reflection, the purpose of promoting theory, guiding practice and promoting reflection is achieved.
2. Take the path of "Teachers independently prepare lessons-one lesson, three research courses, heterogeneous courses-lectures and debates, case studies-redesign and observation-summary, reflection and promotion", and take the road of promoting teaching through research and promoting schools through research.
3. Change the closed school-based teaching and research into a new pattern of pluralism and openness, make school-based teaching and research thematic and systematic, and improve the effectiveness of teaching and research activities.
4. On the basis of on-the-spot teaching and research, on the platform of online teaching and research, let all teachers actively post comments and posts in online schools and blogs.
The concrete arrangement of the implementation process of intransitive verbs;
(A) the brewing stage (problems found)
In view of the above problems, at the beginning of this semester, the academic affairs office held a meeting of mathematics teaching and research group. At the meeting, it was discussed and decided to carry out the teaching and research activities with hands-on operation as the core, with a clear division of labor, and initially studied the implementation plan of this activity, paying attention to the new concept of lesson design. Arrange the teachers and teaching contents of heterogeneous teaching in the same class, determine the focus of discussion, and "experience the generation of knowledge in operation" Therefore, the mathematics teaching and research group plans to carry out lesson study, focusing on "experiencing the generation of knowledge in operation" and carrying out school-based teaching and research around the spiral rising mode of "problem-design-action-reflection-summary-behavior". The specific division of labor is as follows:
Department in charge of teaching and research activities: Academic Affairs Office
The main members of teaching and research activities: guidance office, heads of mathematics teaching and research groups of all grades, and mathematics teachers.
Instructors: Jiao Ruqin and Pei Xiaoyu
(2) the preparation stage
1, expert guidance, peer assistance, theory popularization
In school-based teaching and research, teachers in our school need professional guidance and the support and help of professional researchers, so that school-based teaching and research can form a pattern from closed to diversified and open, and professional guidance can become an effective support for school-based teaching and research. It is very important to invite experts and researchers in the school-based teaching and research stage. In particular, the thought-provoking guidance of experts "including but not revealing, pointing but not knowing, opening but not reaching, citing but not sending" has given us more enlightenment and laid the foundation for the new curriculum reform. Therefore, actively invite county-level teaching and research personnel and excellent teachers to come to the school for guidance, strive for their support and help, strengthen the training of young teachers and famous teachers, and provide opportunities and platforms for teachers' professional learning, level improvement and talent display. Promote teachers' professional development, thus greatly improving the quality of mathematics classroom teaching.
2. Determine the course plan and write the design.
In this link, we selected two units, observing the object and polygon area, which are the ninth volume of primary school mathematics in the curriculum standard of People's Education Press. After careful screening, we decided to take the area of parallelogram as an example. After defining the text of the example, the teaching and research team ensured that all the teachers involved in the study had plans and teaching materials to implement the example study, so that all the participants could make clear the objectives of the example study. Within one week, two math teachers were required to write the teaching design of the ninth volume of primary school mathematics, the area of parallelogram.
(iii) Implementation phase
1, prepare lessons independently
Make a research plan, determine the teaching teachers, and inform two teachers to prepare the teaching design.
2. One class, three research classes, and the same class is heterogeneous.
The first grinding class was held on April 3rd.
On April 4th, the second grinding class, collective lesson preparation. Teachers spoke freely about teaching design, and discussed their own teaching design, ideas and intentions. At the same time, the two teachers listened carefully to the suggestions, took the essence, revised their own teaching design and finalized it.
Attend classes on April 5.
The area of parallelogram is the same as that taught by the above two teachers. The teacher recorded the classroom teaching process, observed how the teacher grasped and handled the students' hands-on operation in class, how to improve the effectiveness of the students' hands-on operation, and wrote a praise class record, which was recorded by Jiao Yuanyuan.
3. Lectures, debates and case studies.
After the lecture, the Academic Affairs Office organized all math teachers to discuss cases. Case discussion is an interactive research, which enables all math teachers to participate and make progress through teachers' evaluation, debate and questioning. Encourage participants to actively put forward new ideas and ideas through their own thinking, perception and understanding. In the discussion, you can play back the video in the link that everyone pays attention to, combine self-reflection with discussion, and find out the reason of the problem.
4, thinking collision
I observed two teachers' classes and wrote down my own understanding and gains, which can be design ideas, teaching reflections and even details in the teaching process. Put these gains in the online school for reference when the instructor redesigns. Each stage is divided into three basic steps: teaching design-classroom observation-reflection and improvement. Teachers independently carry out design research courses, and all teaching and research groups attend lectures, observe and then reflect on the teaching process, and find out the main problems. Then design, observe and reflect.
5. Take online teaching and research as a platform, so that all teachers can actively comment and post on online schools and blogs. With the expansion of teachers in our school, it is difficult to carry out field teaching and research activities accurately and efficiently, and its effect is often discounted. The teaching ideas and new teaching ideas that need to be embodied in the content or activities of small topics can be transmitted to every teacher in need through the network. They can study according to their own needs at any time without the limitation of time and space, and they can discuss and exchange ideas and problems at any time. We can reflect on teaching, record some usual fragmentary ideas to lay the foundation for future arrangements, communicate with other teachers and experts, draw the essence of others' thoughts for our use through reply and communication, and achieve the goal of professional growth through "dialogue, cooperation and * * *", so that teachers can become conscientious people, be good at reflecting on their own teaching behavior and thinking about the solutions to teaching problems.
Step 6 redesign and observe
According to the opinions and suggestions put forward by everyone, the two teachers redesigned the teaching content combined with their own after-class reflection. After the design was completed, they took the class for the second time and then had a second reflection and discussion.
Summarize the promotion stage (reflect and form strategies in class)
1. The teacher in class uses the teaching design reflected by the teaching teacher to enter the classroom.
2. Organize teachers to debate on "experiencing the generation of knowledge in operation" and form strategies.
3. Teachers should seriously reflect on whether the problems of small-scale research have been solved, and summarize and refine the formed strategies through lesson study.
4. The teacher summarized and improved. After the lesson study, the teacher will write a lesson study report. If it is not summarized in time, this harvest may fade with time. On the contrary, summing up in time, or a reflection, or a paper, or a research report, and recording your own gains in the form of words will become a mirror for your future growth, improve the effectiveness of teaching, and make mathematics activities wonderful because of operation.
5, presided over the summary, clear research results.