Mathematical lessons change experience

Part 1: The mathematics curriculum changes the experience and experience essay

On March 24th, the Central School organized a class change class and lectures in our school. Through this activity, we made it clearer the importance and necessity of the curriculum reform and group activities. Let's talk about some of your own opinions:
With the advancement and deepening of the curriculum reform, our mathematics teachers, like other discipline teachers, have come along and embraced many shocks and baptisms in the wave of curriculum reform. In the meantime, we have had a successful experience and there are quite a few problems. In the past few years, teachers' knowledge and quality views have undergone tremendous changes. From the original emphasis on knowledge transfer to the development of students' attitudes, emotions, personality and abilities, from the rigor of pursuing disciplines to the focus on mathematics education. Educating people; from the results of focusing on student learning to active learning that focuses on student practice exploration and communication. The teacher-student relationship of interaction, harmony and teaching is gradually formed. Students have basically formed an exploratory learning style, and cultivated the spirit of independent thinking and courage to explore. In the process of learning, students not only learned independent thinking and independent exploration, but also learned how to cooperate and communicate with others, and also learned evaluation, questioning and reflection; the application of awareness and practical ability was cultivated, and creativity was fully exerted. . At the same time, there are some problems in the mathematics classroom under the new curriculum reform. All of these are worthy of our deep reflection. Let's talk about the gains and confusions of the curriculum reform for several years.
First, the harvest in the curriculum reform
Overall improvement of teacher quality
In the process of curriculum reform, teachers consciously carry out new ideas, not only the theoretical level has been significantly improved, the rational thinking in classroom teaching has gradually increased, and the use of teaching materials can be creatively used to truly reflect the use of textbooks to teach students, rather than teaching textbooks. Concept. The experiment of the new curriculum promotes the growth of teachers, provides a space for the development of teachers' individualized teaching, improves the quality of teachers, and makes us become a researcher and designer from ordinary bookmakers.
Pleasant changes in classroom teaching
In the classroom, the teacher put down the dignity of the teacher and led the students to carry out the study in an equal, democratic and harmonious manner. From the past “teaching” to the “learning” in the classroom, the teacher used the guide and collaborator in the teaching. The role of the facilitator appears in front of the students. Students also generally like to study mathematics in the teaching process, be good at asking questions, have their own unique ideas on the issues, and dare to express their opinions. This is far from the students before the curriculum reform. The curriculum reform has enabled students to broaden their thinking and enrich their language. In the classroom, it is no longer a passive situation for teachers to listen to students. Instead, students and students interact and interact with each other. Students learn easily and learn happily under the guidance of teachers. Really become the world of children. Classroom teaching is highlighted.
Promote students' all-round development
All the mathematics teachers in the curriculum reform pay for the implementation of the curriculum are to enable students to learn valuable mathematics, obtain the necessary mathematics, and develop as much as possible in mathematics. The curriculum reforms over the past few years have shown that there have been gratifying changes in the children and our wishes have gradually been realized. The students gradually formed a habit of learning to learn, to learn, to have a strong interest, to be good at asking questions, and to solve problems. And make students feel that there is mathematics everywhere in life, and learn to cooperate with others to learn and achieve a successful experience.
Second, the problem and thinking
1. The new textbook pays attention to the diversity of problem-solving strategies and the contradiction between individual students' knowledge in teaching. The new textbooks are presented in a variety of forms and options, and the strategic diversity of problem-solving, emphasizing the multi-level, multi-angle and comprehensiveness of thinking, the answer is not unique and open. This has largely activated the student's thinking and inspired the students to find a suitable learning method. In the teaching practice, teachers found that students with strong thinking ability can master a variety of methods to solve problems in classroom learning, but they may not be mastered in learning methods. The phenomenon of two levels of differentiation over time has emerged.
2. The new textbook attaches great importance to cultivating students' estimation ability and problem-solving strategies. However, the practice of purely computational problems is relatively small, and the problem that students are slow, easy to be wrong, and weak in computing ability cannot be ignored.
3. Some of the new textbooks are difficult to arrange, and the span is large, exceeding the child's cognitive rules. It is difficult for students, and there are few class hours, which is difficult to master.
4. The scale of the teaching class is large, and there are still many problems in the effective group-based cooperative learning. It is necessary to give students time and space to explore, but if there is a limited 45-minute time for students to have enough time for cooperation and discussion and conflict with the progress of the class, how to grasp the degree of giving "time" is a question we deserve to be discussed.

Part 2: Experience in mathematics

Mathematical teaching is not only to improve students' basic knowledge and basic skills, but also to enable students to acquire basic mathematical thinking methods and apply skills in the process of learning mathematics; to understand the close relationship between mathematics and human social life, and to experience the value of mathematics. To strengthen the understanding of mathematics and have a strong interest in learning mathematics, so as to establish confidence and determination to learn mathematics.
1. Create a situation and play the best results.
In teaching practice, we try to start from daily life, create vivid and interesting problem situations, attract students' attention and stimulate students' interest in learning, so that students can learn mathematics from the perspective of life experience and objective facts in the process of studying real problems. Understand mathematics, and apply the learned mathematics knowledge to the reality of life, so that students can get close to mathematics, feel the joy of learning mathematics, and initially reflect the connection with current life.
2. Incentives and incentives to improve learning enthusiasm.
In the teaching, pay full attention to the changes in students' emotional attitudes, adopt positive evaluations, and use more inspiring language. Such as: really good! You know not only less! Your imagination is very rich! Really smart and so on! Mobilized the students' desire to actively explore knowledge, stimulated the students' learning emotions, let each student experience success and enhance self-confidence.
In the face of the new curriculum, teachers should determine higher-level teaching goals.
For the teaching class, it can not only be the teaching of knowledge, but also the aspects of knowledge and skills, thinking, problem solving, emotion and attitude. The teaching for the purpose of "being able to teach a class" or "teaching a few students who can score high scores" is no longer in line with the spirit of curriculum reform. Teaching students knowledge, teaching students methods, and teaching students the ability to be independent and survive should be the professional pursuit of all teachers.
Students should become masters of classroom learning
Looking around, there are still many such phenomena in our teaching: some students are already familiar with things in life, teachers are still starting to talk from the beginning; some problems with higher comprehensive and higher thinking value, teachers Differentiation of knowledge points neglects the cultivation of students' self-exploration and the comprehensive application of knowledge; some content that should be allowed to be operated, tested, discussed, summarized and summarized by the students themselves is replaced by teachers; some students have formed through their own deliberation The unique insights and questions are often strangled by the teacher’s “just follow me”. Under the new curriculum, teachers should become the organizers, guides and collaborators of student learning, stimulate students' enthusiasm and creativity, provide opportunities for students to engage in activities, and build a platform for research to make students become masters of learning.
a classroom that seeks unity in form and effect
Now, some classrooms abuse the way of discussion and cooperative learning, and do not give students enough opportunities and scientific guidance to make the classroom flow in form. In the teaching process, the effective and scientific activities of the teacher design organization should start from the following aspects: First, the problem situation must be close to the student's actual life, the activity content must be synchronized with the student's existing knowledge structure and cognitive level; secondly, let the students There is an independent thinking process that allows them to fully discuss the research with their own opinions, find their own deficiencies, build a complete and comprehensive knowledge system, and have different requirements for students at different levels, allowing students to have different Methods and perspectives allow students to optimize and combine knowledge, complete screening, and make correct judgments in the process of communication, inquiry, and comparison.

The third part: the experience of changing the mathematics class of the country

<<Mathematics curriculum standard>> clearly states: "Students are the masters of learning, teachers are the development, guides and collaborators of the organizers of mathematics teaching activities" The transformation of the role of teachers, so that students truly become masters of learning, reflecting mathematics The basic concept of curriculum reform. In the following, combined with the teaching practice of participating in the reform of the national mathematics curriculum in recent years, I will talk about some feelings.
First, the mathematics curriculum in the goal orientation, put forward the "promoting students' comprehensive, sustained and harmonious development" as the overall goal.
The new basic education emphasizes the establishment of teaching ideas from the cultivation of modern talents in the 21st century and the implementation of quality education, and sincerely regards students as masters of learning. The teaching philosophy of putting students in the position of the subject and developing students is very clear. Therefore, the goal of the mathematics curriculum is not only to provide students with the necessary mathematical knowledge and skills, but also to include developments in enlightening thinking, problem solving, emotions and attitudes. Emphasize what students have experienced, what they have experienced, and what they feel. The aim is to make students will be close to mathematics, understand mathematics, use mathematics, learn to use mathematics to understand the environment and society in which they live, learn to "do mathematics" and "mathematically think", develop students' rational spirit, innovation consciousness and Practical ability, develop students' willpower to overcome difficulties, build self-confidence and so on.
Second, the mathematics curriculum in the preparation of textbooks, trying to establish a new mathematics curriculum system to promote student development, reflect the needs of the future society, reflect the spirit of quality.
In the preparation of new textbooks, we strive to establish the main position of students in mathematics learning; we are committed to changing the way students learn, advocating independent learning, cooperative communication and practical innovation of mathematics learning methods; emphasizing the humanistic spirit of teaching materials. Under the guidance of this idea, the new textbooks are not arranged in the form of examples and exercises, but in the form of mathematical activities. Provide a large number of practical activities such as observation, operation, experiment, etc., such as: "practical activities", "mathematical small survey", "do one thing" and other columns. The relationship between student life and social life has been strengthened, and “Olympics” and “environmental protection” have been introduced on the theme, focusing on the emotional experience of students, and the textbook has also designed “mathematical stories”...
Third, the mathematics curriculum in the teaching method, emphasizes that teachers should guide students through mathematics activities through situations and other means.
Teachers should understand the students' ideas, make targeted presentations, and organize students to cooperate and communicate to draw conclusions. Therefore, teachers should pay attention to cultivating students' desire to learn mathematics, cultivate good study habits, create vivid and interesting learning situations, combine teaching with students, encourage algorithm diversification, pay attention to students' practical activities, and pay attention to students' learning process. Creative use of teaching materials to achieve a change in the way students learn, and to improve students' ability to learn for life.
Fourth, the mathematics curriculum in the evaluation system, from focusing on screening and selection to focusing on incentives, pay attention to the process.
The "standard" runs through the evaluation concept in the evaluation proposal. Emphasizing the ultimate goal of evaluation is to "completely understand the students' mathematics learning process, motivate students' learning and improve teachers' teaching." Therefore, curriculum evaluation should be changed from focusing on screening and selection to focusing on motivation and process. Such an evaluation system should achieve multi-dimensional evaluation of objectives, evaluation of subject diversity, diversity of evaluation methods, and incentives of evaluation results.
V. Standing at the forefront of curriculum reform, under the guidance of new curriculum and new ideas, I tried to use new methods, explore new ideas, and build new classrooms in the context of curriculum reform. Strive to make the mathematics classroom teaching flourish.
1. Independent cooperation and exploration--classification of classroom teaching.
"Students are the masters of mathematics learning, and teachers are the organizers, guides, and collaborators of students' mathematics learning." So how to implement the student's subject status in the classroom teaching? Mainly the student union, the teacher does not talk, the students can learn, the teacher does not teach, the students can put forward, the teacher does not do the work. In the classroom, teachers should grasp the opportunities and create conditions for students to study, cooperate and explore in depth, so that students can learn mathematics in play, speaking, training and discussion, and improve students' ability of independent learning, cooperative learning and inquiry learning. For example, when teaching "There are a few cars", let the students observe themselves, talk about the calculations themselves, and then exchange and cooperate with a series of activities such as play, talk, and practice, so that students can learn independently, cooperate and exchange, and in-depth study, so that students are not only easy to learn. Mastered what he had learned and started his thinking. The students' enthusiasm for learning is high, and they actively participate in the study, which truly realizes the change of students' learning style and makes the classroom glow with vitality.
2, contact the reality of life - mathematics learning life.
According to the age characteristics and life experience of first-grade primary school students, students' learning should start from life, starting from the things that students can see and feel, and in the perception of specific images, students can truly understand mathematics knowledge. Mathematics comes from life and serves the real life. For this reason, in teaching, I strive to create conditions for students to link mathematics learning with practical and practical activities, so that students can feel the mathematics everywhere in their lives, and improve their ability to ask questions, analyze and solve problems. Such as: number of stationery; what can be said by talking about the actual talk 6, 6, 8, 9, 10? This allows students to connect mathematics with life, which not only stimulates students' interest in learning, but also enables students to fully mobilize existing life experiences. Learn to improve students' learning ability.
According to the rules, we can't walk out of the closed door, and we can't make beautiful fairy tales. In the vast sky of the new curriculum reform, we should not be afraid of failure, continuous efforts, continuous innovation, and the road is long and far-sighted. I will search for it.

Part 4: Experience in the National Mathematics Class

As a basic form of teaching, classroom teaching is the main front of school teaching, both now and in the future. The goal of mathematics teaching must be completed in the classroom. The new curriculum standard requires that in the classroom teaching, the past “silent” be turned into “speaking freely”, “moving without moving” becomes “free activity”, and “injective teaching” becomes “self-exploration”. Ask us not only to teach children the knowledge, but also to teach children how to master knowledge. This is not very good in our classroom. It reflects a thought-provoking question--how to improve the effectiveness of mathematics classroom teaching, create an effective classroom suitable for you, and make the mathematics classroom rejuvenate?
First, improve the efficiency of mathematics classroom teaching in small and medium-sized schools, and deeply understand the textbook is the basis
Elementary school mathematics is a multi-level, multi-faceted body of knowledge. The curriculum reform has brought about earth-shaking changes in the mathematics textbooks of the country. Textbooks are the main medium for teachers and students to carry out teaching activities. Interpreting textbooks has become the basis for improving the efficiency of mathematics classroom teaching in small and medium-sized schools. Interpretation of the textbook is to effectively study the textbooks and grasp the connotation of the textbooks to ensure the efficient development of teaching activities. I personally think that understanding the teaching materials should first grasp the teaching materials as a whole, know the knowledge that should be given to the students in the current school year, and know the connection between each knowledge point and the knowledge points before and after. At the same time, we must understand the intention of the textbook The textbook is dead and the person is alive. The new curriculum requires teachers to use teaching materials instead of teaching materials. Teachers can't think that the reproduction of teaching materials is the completion of teaching tasks. It must be re-created and re-created to make the teaching materials “freshly released”, and to a greater extent the teaching of knowledge is accompanied by the process of cultivating attitudes and abilities.
Second, to guide students' active participation awareness with fast-paced classroom teaching
I believe that a person is waiting in line for a thing he is interested in in a sluggish team. His psychological feelings can only be described as "anxious, tired, depressed". In our teaching, because of the psychological influence of “hoping students to master the knowledge they learn as soon as possible”, teachers are often more willing to chew the knowledge to the students. Students are expected to experience the joy of acquiring knowledge, so it is difficult to break through. I always like to say a few words. In practice, I am willing to wait for the slowest student to finish the topic. Even if I slow down the rhythm of the class, I will not hesitate to take it. The name is: student-oriented, but I don’t know if this is killing students. The crux of learning positivity lies. Research by the American Institute of Inspiring Strategies shows that when teachers teach the content of the lesson in a fast-paced class, students are usually more motivated.
In our classroom, we should maintain a certain degree of student participation in a fast-paced manner. When we feel that the level of student participation is declining, the learning vitality is weakening, and the attention is shifting, we should promote the curriculum as soon as possible so that the students feel that the class is in class. Constantly advancing, always feel that there is something to do, there are problems to think. Teacher explanation, problem explanation and student practice, answering as long as about half of the students understand and complete as soon as possible, even for students who are relatively slow to respond, we can not slow down to adapt to them, but use the power of hope The enthusiasm of learning with peers motivates them to catch up with the rhythm of teaching.
Third, improve the efficiency of mathematics classroom teaching in small and medium-sized schools, and establish a harmonious teacher-student relationship is a guarantee
The teacher, preaching, teaching, and confusing. We all know that "knowing the teacher" can "believe in the way." Which teacher the child likes will favor the teacher's class. Modern educators believe that on the basis of the relationship between teachers and students of democracy, equality and friendly cooperation, the students will actively and actively explore knowledge. Therefore, the harmony between teachers and students can not only improve the efficiency of classroom teaching, but also enable students to grow physically and mentally.
1. Prepare lessons to understand students
Preparing lessons from the understanding of students is conducive to the penetration of mathematical thinking methods, is conducive to the creative use of teaching materials, is conducive to the creation of a good teaching environment, and is conducive to effectively solve teaching difficulties.
Learning is not a process of passively accepting information from students, but in their original knowledge.
The process of assimilation and adaptation of knowledge based on knowledge. Before the teaching, the students are touched, and the construction and reorganization of the knowledge structure for their original knowledge system can make the teaching more effective. To understand in depth, students must establish an interactive relationship with them. After the author's practice: the students have a better conversation in the state of extracurricular activities. Because the students think that the teacher is chatting with him, the mood is more relaxed, and it is easy to speak freely and get the answers that the teacher wants. If the child’s performance in the school is still preserved, it must be open at home. Therefore, home visits can help teachers to understand students more completely and comprehensively, and establish friendly relationships between teachers, children and parents.
2. Develop good listening habits
Listening to this behavior is the most important behavior to make learning a learning. Students who are good at learning are usually children who are good at listening.
To achieve an effective classroom, we must first change the "speaking classrooms" as "individual classrooms that listen to each other". Only in the "rooms that listen carefully" can we make various thoughts and emotions communicate with each other through speech, otherwise communication is impossible. Therefore, it is necessary to guide students to listen carefully and appreciate the voice of each student before speaking. Instead of listening to the content of the students’ speeches, they listen to the moods and thoughts contained in their speeches.
Listening to a student’s speech is like playing baseball pitching exercises with students. The ball that the student has thrown is accurately caught, and the student who pitches the ball is very happy even if he does not say anything to you. As a teacher, you should be good at picking up every kind of ball that students have come to, especially if the students vote poorly or miss the ball. This is also the best performance of the teacher as his own professional quality and ability to control the classroom.
3. Focus on the learning status of students in the classroom
Traditional teaching focuses on the results of student learning. Modern teaching pays attention to the results of student learning and the process of student learning. In the process of organizing classroom teaching, we should always pay attention to the students' learning situation and capture the students' eyes, expressions and movements. What students think, say, explore, and experience in the classroom has become the focus of classroom evaluation. A student's thinking is not straightened out. The teacher should give a hint, don't immediately criticize, and don't rush to tell the answer. Leave a broad space for them to think. The children find problems and solve problems themselves, reflecting that the students are The master of learning.
In short, improving the efficiency of mathematics classroom teaching in small and medium-sized schools should be an organic whole combination of in-depth interpretation of teaching materials, optimization of teaching process, and establishment of harmonious teacher-student relationship. There are still many aspects to be studied to improve the efficiency of mathematics classroom teaching, but the most important thing is teachers. The basic quality and teaching level of teachers are directly related to the improvement of classroom teaching efficiency. As a front-line math teacher, I must continue to update the concept of education, improve the level of business, be brave in practice, dare to innovate, and make every math class in a down-to-earth manner for the lifelong development of students.

Part 5: Understanding the experience of mathematics

With the development of science and technology, education has also been continuously reformed and updated, and there have been changes in the times. While paying attention to students' basic knowledge and basic skills, they pay more attention to cultivating students' thinking ability, paying attention to the emotions and attitudes towards mathematics, and paying attention to the development of students. Make mathematics teaching for all students, realize mathematics that everyone can learn, and everyone can get the necessary mathematics. Different people have different developments in mathematics.
The new curriculum reform emphasizes discovery learning, research learning, and inquiry learning. These learning methods fully reflect the autonomy of students' learning. That is to say: the law allows students to discover and use their own methods, so that students can search for their own ideas, and let the students explore independently. Through research and inquiry learning, students can explore in their own learning, explore in difficult questions, explore in observation and comparison, explore in conflicts, explore in problem solving, and explore in practical activities.
First, the teacher should be able to give full play to the subjectivity and enthusiasm of the students, and have a space for innovative thinking activities. Teachers should not only thoroughly read the textbooks in the preparation of lessons, but also try to collect and produce knowledge and teaching aids related to the teaching materials. Good at grasping the hearts of students, so that students can resonate with teachers. Mathematics is closely related to life and production. Therefore, in teaching, teachers should be good at guiding students to familiarize themselves with the phenomenon, based on the situation of students, create situations to ask questions, encourage students to participate together, use imagination, and positive thinking to solve problems.
Second, in the new curriculum reform, teachers should determine higher-level teaching goals. For the teaching class, it can not only be the teaching of knowledge, but also the aspects of knowledge and skills, thinking, problem solving, emotion and attitude. Teaching students knowledge, teaching students methods, and teaching students the ability to be independent and survive should be the professional pursuit of all teachers. The teaching process is a process of teacher-student interaction, active interaction, and common development. It is a process of teaching for learning, learning to teach, mutual learning and learning, and teaching. Teachers must change the traditional teaching environment that suppresses students' creativity. Through the optimization of teaching mode, the teacher's exclusive classroom and students' passively accepted information transmission methods are changed to promote the multi-directional interaction between teachers and students and students and the formation of teaching relationships. Teachers are not the propagators and confessers of mathematics, but the promoters and guides of knowledge; students are not the recipients or replicators of knowledge, but the discoverers and creators of knowledge. The role of teachers is mainly to "guide", that is, through careful design of the teaching process, good at inspiring and inducing students, igniting the spark of their thinking, guiding students to actively explore the formation process of mathematical conclusions, and understanding the way scientists take, fully embodying that students are mathematics The master of learning. Looking around, there are still many such phenomena in our teaching: some students are already familiar with things in life, teachers are still starting to talk from the beginning; some problems with higher comprehensive and higher thinking value, teachers Differentiation of knowledge points neglects the cultivation of students' self-exploration and the comprehensive application of knowledge; some content that should be allowed to be operated, tested, discussed, summarized and summarized by the students themselves is replaced by teachers; some students have formed through their own deliberation The unique insights and questions are often strangled by the teacher’s “just follow me”. The characteristics of classroom teaching under the new curriculum concept are open, creative and uncertain. Under the new curriculum, teachers should become the organizers, guides and collaborators of student learning, stimulate students' enthusiasm and creativity, provide opportunities for students to engage in activities, and build a platform for research to make students become masters of learning.
Third, in the new curriculum reform, teachers must cultivate a good teacher-student relationship and pay attention to each student. Focus on strengthening the emotional design of teaching, realize the democratization of classroom teaching, and establish an equal, tolerant and harmonious teacher-student relationship. For students, communication means open mind, subjectivity, individuality, and creativity. For teachers, communication means sharing understanding with students, which means that the transfer of roles is their own life activities and professional growth. And the process of achieving oneself. Always pay attention to the learning status of each student. Appreciation, expectation and encouragement are the best motivation for students to grow up. Encourage students to speak boldly, dare to question, be bold and unconventional, and show students the opportunity to explore themselves and explore innovation. Respect the individual differences of students, cherish the unique feelings of students, and promote individualized learning and full development of students.