Effective Practice Research Implementation Plan in Elementary Mathematics Teaching

First, the question is raised

Classroom exercises are effective means for teachers to understand students' learning situation and check their teaching effects in a timely manner. It has important functions such as consolidation, reinforcement, feedback, promotion and development, which plays a vital role in improving the quality of teaching. However, in the face of the actual situation of the school, students have more subjects to study and more activities. At school, mathematics teachers can't find extra time, and they simply can't catch students. How to solve the contradiction problem of improving quality and not having enough practice time? There is no other way, only to the classroom 40 minutes to benefit. Let classroom exercises run through the entire classroom teaching activities, optimize classroom exercises, and improve the effectiveness of classroom exercises.

The current problems in the practice of mathematics classrooms in the country are mainly as follows:

1. Blindly practice more.

2. Focus on written exercises.

3. Limited to closed exercises.

4. Mostly "one size fits all" practice,

5. Focus on skill training and neglect the cultivation of thinking ability.

The problem of effective practice is based on the current state of inefficient or ineffective practice resulting from a lack of overall consideration of form to content. We propose this topic, and we will explore the strategies of designing effective exercises in the classroom, the structure and level of exercises, the form of exercises, the educational value of exercises, and the status of teachers in practice. Let students in the mathematics practice not only master the knowledge but also develop the thinking ability, but also make positive and good emotions for the mathematics learning, so as to achieve the goal of mathematics teaching.

Second, the significance of research

Classroom exercises are an important part of the teaching of mathematics in elementary schools. Students apply what they have learned in practice, test their understanding of what they have learned, and promote effective reflection while teachers can get feedback and correct errors and guidance. In mathematics classroom teaching, the effectiveness of teaching has a lot to do with the practice factors: practice can produce quality, but practice can also increase the burden. For a long time, the teaching of mathematics in small and medium-sized schools advocated “speaking more and more practice” and “speaking on behalf of practice”. Therefore, there are many, complicated and mixed phenomena in practice, and in our teachers’ concept, there is “not strengthening practice, no Repeated exercises do not enable students to master the knowledge, so that we rarely reflect on which exercises are effective for students' learning, and which are ineffective or even negative. With the continuous deepening of teaching reform, we must strive to reduce the burden of students' academic work. On the other hand, we must strengthen the process teaching and increase the time for students to explore new knowledge. This will greatly shorten the time for class practice and reduce the amount of practice. Therefore, while the traditional "exercise concept" is greatly challenged, it is necessary to analyze the problems existing in the classroom practice, reflect on the traditional "practice concept", establish efficiency awareness, and promote effective practice. Through the research of this subject, I hope to explore the ways of effective practice from the two aspects of teaching and learning, to find ways to cure repeated and inefficient mathematics classroom exercises, and strive to make classroom exercises effective and efficient, and to promote the design of mathematics exercises for national students. The validity provides the necessary basis and content.

Third, the theoretical basis of research

Effective teaching theory believes that teaching, in terms of its ontological function, is an effective practice for purposely mining people's potential and promoting physical and mental development. It emphasizes the effect that teaching without effect is worthless teaching or even harmful teaching. The concept of effective teaching is mainly reflected in the following three aspects:

1. Promoting student learning and development is an effective fundamental purpose and the only criterion for measuring the effectiveness of teaching.

2. The initiative, enthusiasm and consciousness of stimulating and mobilizing students' learning are the starting point and foundation of effective teaching.

3. Providing and creating appropriate teaching conditions to promote effective learning is the essence and core of effective teaching.

Constructivist cognitive theory

Constructivist cognition theory believes that students must learn, experience, and cognition on their own knowledge, construct their own knowledge of knowledge, construct a framework of knowledge and knowledge system, and fully transform into their own knowledge and form. skill. This requires us to create flexible and passionate classroom exercises in teaching, inducing students to take the initiative to practice, guide students to think independently, and ingeniously inspire students to solve problems. Therefore, students can construct their own knowledge of knowledge, construct a framework of knowledge and knowledge system, and cultivate students' ability to create problems and solve problems.

Meaningful learning theory

Meaningful learning theory believes that the process of learning is the process of connecting and interacting with new and old knowledge. Meaningful learning is a kind of understanding-oriented learning with its core of thinking. It is characterized by the full input of students, including body and mind, cognition and emotion, logic and intuition, and the result is the development of cognition and ability. It is also the perfection of emotion and personality. At the same time, the results of meaningful learning can be self-identified, so effective learning should be meaningful learning, while mechanical learning can achieve the purpose of mastering knowledge to a certain extent, but the results of learning often have to be strengthened by external factors. So we think this is an inefficient learning.

Fourth, the implementation principles of the topic

1. Targeted and hierarchical principles

Classroom practice design should proceed from the content of the teaching and the reality of the students. First of all, it is necessary to accurately grasp the key points and difficulties in each part of the knowledge structure according to the teaching content and the proposed teaching objectives. Secondly, the design of the practice should follow the development sequence from easy to difficult, from simple to complex, from basic to variant, from low to high, so that students of different levels have a happy and happy after successful study. Experience makes students' learning more proactive.

2. Diversity and fun principles

The variety of design and the variety of practice methods in the design of classroom exercises can make students learn actively and learn to be flexible. The questions can be practiced, applied, practiced, etc. In practice, students can practice collectively, or they can practice independently. Of course, they can also be group cooperative exercises, which can reduce the psychological burden of students' practice and expand Students' participation makes students interested and improves the efficiency of their practice.

3. Expandability and openness principles

Expanding exercises, thinking about the capacity, so that students must "jump for a jump, in order to pick the fruit." In this way, students who have the ability to learn will have a strong desire to express in the process of solving problems, resulting in a strong interest in learning. Practices with incomplete conditions, incomplete problems, incomplete answers, and inconsistent problem-solving methods are characterized by divergence, inquiry, development, and innovation. It is conducive to promoting students to think positively, activate ideas, fully mobilize the internal intellectual activities of students, and seek the best problem-solving strategies from different directions. Through practice, students should become more and more intelligent. The thinking is more and more flexible, and the ability to adapt is getting stronger and stronger, without being imprisoned and bound by the stereotype.

4. Typicality and principles of life

In teaching, we should provide students with the opportunity to practice activities from the life experience and existing knowledge of the students, so that they can truly understand and master the mathematics knowledge, and feel the close connection between mathematics and life. However, the time of one less class is limited, so the design of our classroom exercises is less and more refined. This requires us to design the exercises with typicality: it can not only reflect the essence of the classroom teaching content, but also make the appropriate amount of the questions, just right, and can pass the design. The practice of achieving the goal of consolidating knowledge, in order to expand the thinking and the medium of the skills.

Research purposes

1. Exploring the strategy of classroom practice design in the context of the new curriculum standards, strengthening the teacher's "presupposition" awareness, promoting the achievement of students' "generation", improving the effective teaching strategies of teachers, and cultivating students' mathematical ability and improving teaching efficiency.

2. Exploring the reasonable practice structure and the classroom practice forms that students like in the context of the new curriculum standards, stimulating students' interest in learning, improving students' initiative and enthusiasm in learning mathematics, so that all students can develop and improve the teaching of mathematics quality.

3. Using the mathematical organization of empirical materials, the logic of mathematical knowledge and the logical thinking factors in the three processes of mathematical application, comprehensively develop students' intuitive thinking, dialectical thinking and formal thinking, optimize the thinking structure, and cultivate students' innovation. awareness.

main content

1. The principles of the effective practice of the National Mathematics Classroom under the new curriculum standards,

2. The content and form of effective classroom exercises in the National Mathematics Class under the new curriculum standards,

3. The role of teachers in effective classroom practice in the National Mathematics Classroom,

4. The emotional experience of students in effective classroom exercises in the Elementary Mathematics Classroom.

Sixth, research methods and objects

Mainly based on the principle of linking theory with practice, following the law of practice-recognition-re-practice, the research methods adopted: action research method, literature review method, investigation method, etc.

Subject of the experiment: eight classes in the first grade

Seven, the specific strategy of the experiment

1. Supportive practice strategy

Students are living people with ideas who have different ways of thinking. In the process of our practice, if the student's thinking direction and thinking result do not conform to the teacher's presupposition, the teacher should adopt a supportive strategy to adjust the student's thinking state. This requires us to estimate the obstacles that students may have when practicing, and to prepare some supportive teaching strategies to give students a "scraping" of thinking. The supportive practice strategies we apply include: the finishing touch of the language, guiding students to do hands-on operation, guiding students to discuss communication, teachers and students to conduct mathematical dialogues, listening, data links, and contextual reproduction.

2. Provide enough practice time and space.

In order to achieve a true understanding and mastery of knowledge in the teaching process, and to develop students' ability to apply knowledge flexibly to solve practical problems in life, some problems closely related to real life are often introduced into practice. For example, after learning the characteristics of the cylinder, in order to consolidate the knowledge that the side length of the cylinder is equal to the circumference of the bottom circle, an operational exercise is presented to the student, asking the student to make a pen holder. In the process of making pen holders, students have to go through many trials and repeatedly calculate, cut and stick to be successful. Applying knowledge to solve problems is a process in itself. In this process, in addition to the teacher's guidance, it is necessary to leave enough time for thinking and exploration for the students, with the greatest interest and enthusiasm, to boldly operate and practice, to seek answers to the questions themselves. Overcoming the situation of passive learning, let students experience the joy of learning and mastering knowledge, and exert their subjective initiative to a large extent, highlighting their subjective status.

3. Change the way the job is corrected.

Correction of class practice should be timely. It is best to correct it face to face. When the student’s brain has not forgotten the traces of the thought process of practice, he knows whether his or her thoughts are correct. If not, where is wrong, correct in time, and the results are effective. . When the teacher corrects the homework, the student's homework is not only given a grade to the student, but after the correction, each student is given a specific sentence to write a sentence, there is encouragement, there is a request, and the direction of the effort is pointed out. As a platform for students and teachers to communicate on an equal footing, students can feel the attention and expectation of teachers.

4. Collection of wrong questions.

Each student's wrong question has a personality trait, which requires the teacher to face-to-face counseling as much as possible. After the tutoring, students are asked to collect the wrong questions and write the reasons for the errors and the correction process. Students adhere to this practice, avoiding the mistakes of the same kind, reducing unnecessary mistakes, and at the same time cultivating students' good study habits and correct learning methods.

5. Carry out a variety of classroom exercises

Mental arithmetic training.

In the past two years of the implementation of the project, teachers used morning reading and each mathematics class to conduct mental arithmetic training. The training forms include calculations, visual calculations, game calculations, time calculations, “open trains”, and students’ questions. Mental arithmetic training is challenging in a shorter period of time than students' reaction speed and accuracy. At the same time, the calculation of mental arithmetic is easy, and it can produce a sense of accomplishment. Students are not tired of mental arithmetic training.

Quick calculation game.

An annual quick-running competition is held every year. Each time the export calculations are 80 words, a total of 80 points; the simplified calculations are 16 words, a total of 80 points; the total score is 160 points; completed in 30 minutes. Winners with a score of 140 or above will be awarded to the winners.

Conduct the homework evaluation activity.

Students are required to have their own homework page numbered. Make corrections every day before completing the day's work. Writing should be neat and elegant. After the book is finished, there is no shortage of pages and no damage. The number of excellent ones reached 12 or more and was rated as an excellent homework book. Excellent homework is exhibited in the whole class and prizes are awarded. Through the evaluation of the homework, the students take their own homework seriously and develop good habits of doing things seriously and diligently thinking.

Organize the "Comprehensive Practice" class.

In addition to using the "comprehensive practice activities" in the textbooks, we must also study and develop other "comprehensive practice activities." Such as "Energy Conservation", "What TV Programs Do You Like", "Green Campus", "Digital and Coding", etc. In the activity, students are trained to apply the knowledge they have learned to solve life problems.

Eight, preparation and discussion of class discussion

Effective practice should be reflected in personal preparation and group preparation, focusing on how to design effective exercises and what effective exercises. What effect? Pre-set in the preparation lesson.

Teachers should apply this topic to classroom teaching when they open classes. Other teachers pay attention to how the teacher allows students to practice effectively during the lectures. The lectures also discuss the application of effective exercises in classroom teaching around this topic. Whether it is appropriate, how the results produced will be reviewed, and how to "how to design effective exercises?" will be discussed and implemented.

After-school reflection reflects what kind of knowledge the students have mastered through effective practice in the classroom teaching, what role does it play, and what effect does it receive? Reflect on this and write about your experience.

Nine, the expected results of the research:

Research through effective classroom exercises:

1. Fully mobilize the enthusiasm of students to learn, and stimulate students' enthusiasm for learning and positive thinking activities.

2. Change the passive and acceptable learning style of students in the past, so that students become explorers and discoverers of knowledge and methods.

3. To enable students to learn actively and vividly, to develop students' reading ability, observation ability, ability to analyze problems and solve problems, so that students develop good study habits.

4. In addition, it has played a good role in promoting students' individuality, collective concept, cooperation spirit, and participation awareness. The learning atmosphere is good, the efficiency of learning is improved, and the results are steadily rising. Enable students to develop in a comprehensive and harmonious way.

Through experiments, explore the general mode applicable to effective practice in the mathematics classroom of our school, optimize the structure of mathematics classroom exercises, cultivate students' thinking ability, and promote the improvement of academic performance.