Scientific and reasonable teaching methods are an important guarantee to improve the quality of education and teaching in a large area. Traditional teaching is too limited to teachers' one-way teaching. This model is difficult to improve the quality and quantity of teaching, and most of the educated can only develop unilaterally. Changing the traditional teaching methods and the original classroom teaching mode is an important measure to fundamentally improve the teaching quality.
Teachers' professional development is one of the focuses of the new curriculum reform.
Changing teaching methods is not only a change in teaching methods or means, but also a new teaching concept. Therefore, the successful transformation of teaching methods means the healthy growth of teachers. Fundamentally speaking, the study of teaching methods is to pay attention to the professional growth of teachers.
Under the new curriculum, teachers are not only the implementers of the curriculum, but also the developers and researchers of the curriculum. The new changes in teachers' roles make it an important part of the new curriculum reform to cultivate teachers' scientific research skills and improve their scientific research level. This topic obtains research results through teachers' research. At the same time, the process of participating in project research is the process of teachers gradually improving their research level, and their scientific research quality is also improving.
The ultimate goal of the new curriculum reform is to promote the all-round development of students. The all-round development of students needs new learning methods, and new learning methods need new teaching methods. It can be said that the reform of teaching methods is a work that affects the whole body in the new curriculum reform. The importance of teaching method research is self-evident!
The new curriculum system has made great innovations and breakthroughs in curriculum function, structure, content, implementation, evaluation and management. The focus of curriculum reform is curriculum implementation, and the basic way of curriculum implementation is teaching. If we don't update the teaching concept and change the teaching methods, the curriculum reform will become a mere formality, with half the effort or even in vain. In order to achieve the breakthrough of quality education and really fight the tough battle of this long and complicated teaching reform, we must devote ourselves to exploring new teaching methods, constructing and forming teaching methods aimed at paying attention to the growth and development of every student, thus promoting the new curriculum reform.
Recently, we have conducted extensive and in-depth discussions on quality education, and basically reached a consensus: quality education is an education centered on comprehensively improving students' quality. It is an education based on the actual needs of human development and social development, following the educational laws, taking the overall implementation of the Party's educational policy as the starting point, aiming at promoting the all-round development of all students in morality, intelligence, physique, beauty and labor, respecting students' subjectivity and initiative, paying attention to developing people's intellectual potential and forming people's personality as its fundamental characteristics. However, at present, high school mathematics education in our province has not got rid of the influence of "exam-oriented education". In classroom teaching, it is common to violate the laws of education and ignore the process of knowledge occurrence and development; It only serves a few students with prospects for further study, and it is not uncommon for most students to "accompany them". It is very common that teaching requirements are single, teaching methods are outdated and personality differences are ignored. In view of this, we carry out the reform experiment of senior high school mathematics teaching methods to overcome all kinds of disadvantages in senior high school mathematics teaching, cultivate students to acquire knowledge independently and explore new ways of self-development. After several years of experiments, the mathematics teaching in senior high schools in our province has made new progress, and the quality of mathematics teaching in senior high schools has been comprehensively improved.
"Difficult to learn mathematics" is a common problem among senior high school students. Some students with good math scores in junior high school, even those with excellent math scores in senior high school entrance examination, have a downward trend in math after studying in senior high school for a period of time. This is also a problem that math teachers are very concerned about. Many senior high school mathematics teachers strongly call for the proposition of senior high school entrance examination to reflect the requirements of senior high school mathematics teaching for junior high school students' mathematical ability, hoping to exert influence on junior high school mathematics teaching. In fact, compared with junior high school mathematics, textbooks, teaching requirements, teaching methods, thinking level and learning methods have all changed suddenly. How to connect junior high school mathematics teaching and improve senior high school mathematics teaching quality is a very important issue. In addition, in the process of learning, we will encounter some theoretical and abstract functions, solid geometry and other knowledge, which will bring great difficulties to students. Therefore, it is necessary to change the previous teaching methods and face the research of this subject in a brand-new way, which is conducive to reforming the situation that classroom teaching is single and closed and students learn passively, and rejuvenating the vitality of mathematics classroom; It is beneficial to cultivate students' cooperative consciousness and practical ability, and stimulate students' interest and desire in learning. It provides a guiding theory for schools to fully implement quality education and promote students' all-round development. At the same time, through the research of the subject, it is helpful for teachers to update their educational concepts and change their teaching behavior, so as to exert their innovative ability in teaching.
Through the research of this topic, we explore the ways and methods to improve the quality of mathematics by adopting new teaching methods in senior high school mathematics, cultivate students' comprehensive ability and innovative spirit in learning mathematics, enrich students' learning methods, improve students' learning methods, establish students' dominant position, promote students' active learning, make the learning process become an exploration process for students to constantly ask questions and solve problems, make students' learning personalized, and cultivate the inherent quality of students' autonomous learning.
Two. Methods and processes
(1) Research methods: We adopted the action research method. Because the content of the research is to improve the quality of mathematics teaching in ordinary senior high schools by adopting new teaching methods, which belongs to the category of applied research, we adopt the action research method. Through teachers' daily teaching, according to the requirements of new curriculum standards and the specific content of teaching materials, we adopt new teaching methods, constantly explore, practice, experience and reflect, explore the law in research, sum up experience, practice and study again until the research is successful.
(2) Research process
The project started from June 5438+065438+ 10 in 2005 and ended in February 2008, lasting for three years. According to the project implementation plan, all the members of the research group completed the research tasks in each stage in an orderly manner. The main research process is reported as follows:
1. Preparation stage (2005 165438+20061October-May).
(1) Select the backbone and set up a research group.
The research group consists of senior teachers, vice principals, senior teachers, senior drama directors Shen, Anbo, Zhou Tao, Ke, first-class teachers Hu, Angel, Zhu Jingbo, second-class teachers Shi Dongmei, Li Qingquan, Liu Guoqing and Wang Shoubo.
(2) Organize study, unify thoughts and raise awareness.
After the establishment of the research group, organized by Vice-President Liu Changjun, it studied articles on teachers' professional growth, teaching discussion under the new curriculum standards, and teachers' growth requirements under the new situation. Everyone really realizes the importance of changing teachers' teaching methods and promoting students' learning methods under the new curriculum reform, so as to improve students' learning ability and improve teaching quality.
(3) In-depth investigation, grasp the status quo.
According to the actual situation of the grade, we conducted a detailed and in-depth investigation respectively, and learned about the practical problems that need to be solved urgently in the future research work.
(4) Carry out research and carry out tasks.
According to the first-hand materials you have, divide the members of the research team into four groups, determine the leaders of the four groups, arrange the specific tasks of each group, and divide the work of each member.
On March 3, 2006, Mr. Shen, the leader of the research group, organized the members of the research group to hold a special seminar on the basis of theoretical study and investigation, put forward requirements, implemented tasks and formulated rules and regulations. A. Ask the members of the research group to conduct self-research and self-creation in the way of "self-study and reflection". Learn to reflect on teaching, constantly adapt to the requirements of curriculum reform in reflection, and improve teachers' professional level and research ability. B. implement peer assistance. Give full play to the role of the team and effectively improve the quality and level of research. C. Pay attention to professional guidance, highlight school-based research, and let teachers continuously obtain professional development.
At the meeting, the members of the research group exchanged papers entitled "Study yourself, study by yourself", "Cultivating comprehensive quality to activate mathematics teaching", "Building a student-centered mathematics teaching model" and "Developing schools based on schools". After discussion, the research group has worked out specific research plans, research schemes and detailed rules.
On March 2006 10, experts from Liaoyang scientific research institute were invited to demonstrate and guide our project, and the "research plan" was improved to make the research of the project more operable. The members of the research group also deeply understood the essence of the scheme and mastered the research direction, which laid a solid foundation for the smooth progress of the research process.
2. Implementation stage (May 2006 to 2008 10)
After the preparatory work is well done, the project will enter the stage of full implementation.
(A) improve the management system to stimulate teachers' enthusiasm for scientific research.
(1) In order to make the project research run healthily and orderly, and complete the expected research objectives with high quality and high efficiency, the school has incorporated the project research work into the assessment of teachers' management by objectives. Among them, participate in the research of provincial scientific research projects, and pass the final evaluation, adding 5 points in the teacher assessment of that year; Participate in the research of scientific research projects in the city, and pass the final evaluation, adding 3 points in the assessment of teachers in that year; To participate in the selection of outstanding teachers at or above the municipal level, you must have the experience of participating in scientific research projects at or above the municipal level, and the teachers responsible for the research group are preferred. The establishment of the assessment system has greatly stimulated the enthusiasm of research-oriented teachers. In practice, the members of the research group dare to explore and innovate, actively adopt new teaching methods, change students' learning methods, actively advocate independent, cooperative and inquiry learning methods, and constantly explore countermeasures to improve the quality of mathematics in ordinary high schools.
(2) In order to make the project research in-depth and effective, produce results quickly and produce good results, the school has also formulated corresponding project management systems. Project management system: a. The project leader is responsible for the organization, guidance and coordination of the whole project research process. B. The project leader should often go deep into the research group to understand and master various situations in the research process, and organize research and solve practical problems in time. C. At the beginning of each academic year, the project leader should make a feasible research plan in combination with the specific situation, and at the end of the academic year, carefully summarize the implementation of the plan. D. Every teacher who participates in the project research should study the research plan and its detailed rules for implementation, implement the operation seriously according to his own teaching practice, exchange experiences in time, and make a summary at the end of the period. E. Do a good job of data accumulation and archiving in the research process. In order to encourage teachers to actively participate in research and devote themselves to education and teaching with full enthusiasm.
(2) Pay attention to theoretical training and improve teachers' scientific research ability.
The school regularly sends members of the research group to participate in all kinds of training and study at the provincial and municipal levels. Shen,,,,,, Amber, Hu, etc. Participated in the theoretical training of "New Curriculum Teaching Materials and Methods" organized by Liaoning Basic Education Training Center, and Zhou Tao, Angel, Wang Shoubo, Ke and Zhu Jingbo participated in the training of "New Curriculum teaching material analysis Seminar" organized by Liaoyang Institute of Education.
After the teachers who participated in the training came back, they trained the teachers of the research group in time and organized the members of the research group to discuss, so as to convey the theory and practical experience of the new curriculum reform to each member of the research group in time and put them into teaching research. In order to improve the research ability of teachers in the research group, at the beginning of each semester, members of the research group should hold a detailed explanation of curriculum standards and training of teaching materials. This training is in the charge of the vice president and the team leader Shen. Through the comparison between the new curriculum standards and the three-dimensional target points of the teaching materials, the degree of achievement of each goal is grasped, which improves the understanding of the curriculum standards and the overall grasp ability of the teaching materials of the research group members.
(C) explore the teaching mode to improve the quality of mathematics teaching
The purpose of this study is to explore a new teaching mode under the new curriculum reform and improve the quality of mathematics teaching in ordinary senior high schools. Therefore, since the research of the subject, the members of the research group have devoted themselves to studying and discussing repeatedly. According to the requirements of the new curriculum standard, the characteristics of the subject and the specific situation of the students, a teaching model with the goal of cultivating students' mathematical literacy and improving their mathematical performance has been constructed.
Name of mode: Four-ring Progressive Teaching Mode
Mode characteristics: It can not only implement the educational concept of the new curriculum, but also suit the actual classroom teaching mode of middle school mathematics in this area. It is scientific and advanced in theory and practical in practice.
Mode structure: create situations to ask questions-explore independently, understand problems-cooperate and communicate, solve problems-practice and apply, and expand knowledge.
Mode operation procedure: Take quadratic function and its application as an example.
Create a situation and ask questions: before class, the teacher directly gives the review questions and objectives. Different classes produce different scenes. This course requires mastering the images and properties of quadratic function, writing three commonly used analytical expressions and drawing two images with different opening directions: understanding the existence and number of roots of quadratic equation in one variable, observing the zero point of the image with the image of quadratic function, and determining the number of roots of the equation; Will find the maximum problem of quadratic function, according to the definition domain of the function, using monotonicity, through the value domain of the function to solve the maximum problem
Self-exploration and understanding of problems: students take class study groups as units, search for materials, mainly teaching materials, supplemented by teaching reference, browse knowledge networks, and summarize problem-solving methods with typical examples.