Summary of mathematics teacher curriculum reform work

Since the implementation of the new curriculum standard, all members are good at grasping opportunities, based on their own duties, dare to develop, and brave in practice, and participate in the experimental work of curriculum reform in an orderly and effective manner. The center of our mathematical experiments is the life of mathematics and the mathematics of life. Focusing on the practice and research of mathematics learning activities of the national students, we take the development of teachers and students as the foundation, break through the knowledge system centered on mathematics, optimize the mathematics learning methods of students, and strive to do the curriculum reform. The first mover provides some experience for the city's basic education curriculum reform. The mathematics curriculum reform work of our school in recent years is summarized as follows:

I. Review of mathematics curriculum reform work

1. Combine classroom teaching with subject research to improve the effectiveness of curriculum reform research

At the end of 1999, our school began to carry out the "Practice and Research on Mathematics Learning Activities of the National Students". After this topic, it was rated as the 15th Planning Project of the City and the 15th Education Project of the Provincial Education Society. The curriculum reform course in XX was fully implemented. Since our subject matter was first, the teachers of the whole school naturally integrated the research of the subject with the research of the new curriculum. At that time, we were studying the research of mathematics classroom learning and after-school activities in the school. The main focus was on the reform of students' learning content and learning style. This topic had already had a preliminary impact in the city. The implementation of our curriculum reform laid the foundation.

2, the combination of in-class resources and extracurricular resources, creative use of teaching materials

In recent years, the mathematics curriculum reform work of our school has been based on the classroom and the reform of the learning content has been carried out first. Our school has twice received the city's backbone teacher training classes and educational delegations in Anhui and Hangzhou. At the same time, the school has carried out the class of mathematics practice activities in the school, and there has been a “campus greening” and “the millet ruler told me ......", "Year, month, and day to explore the secret", "area of ​​combined graphics", "volume of irregular objects", "mathematical problems in buying a house", "mathematical problems in the process of watching movies", etc. Meaning of classroom teaching content. The development of the subject and activities has improved the reputation of the Huxiao mathematics group. At the end of XX, the teacher representatives of our school attended a seminar on the “National Mobile Phone Choice” in the 5th Comprehensive Practical Activity Teaching Seminar in Hangzhou. . This case design also won the national first prize in this meeting.

The study of mathematics practice class has enriched our classroom teaching vision, enhanced the ability of teachers to teach and research, and laid the foundation for the subsequent growth of the mathematics group. In XX, we felt that the mathematics practice class research, more importantly, should integrate the teacher's personal understanding of mathematics into the classroom, realize dialogue with the editor, dialogue with life, dialogue with the students, dialogue with the classroom, unconsciously We really made ourselves a developer of the new curriculum.

In the research class, teachers focus on the creative use of textbooks. For example, Teacher Julie’s "representing numbers by letters". The teacher has dealt with the teaching materials from four aspects: student perception, suspicion, enlightenment and deepening. First of all, the students exchanged various abbreviations, such as cctv, nba, nj, xxhxx, etc. collected before the class. On the basis of the students' initial understanding of the use of the letters, the teacher created "I am 14 years older than you." Quantitative relationship, let the students first say "when you are old, how big is the teacher", the students gradually feel that they can say a lot after they rushed to speak, too much trouble, and doubts. At this time, the teacher asked if he could use one. The formula expresses this relationship?” So the students thought of using symbols and letters to express this relationship. In the constant exploration, the students finally realized the quantitative relationship of “a+14”, which was represented by simple letters. After this, the teacher arranged the students to read the book themselves, and further realized the meaning of “a+4” in the book “Sister is 4 years older than the younger brother”. Obviously, the teacher used the teaching materials skillfully in the design of this class. The textbook is just a text here. It is only a tool for teachers and students to carry out classroom mathematics learning activities, and it is not the only material.

3, the combination of base construction and classroom reform, the first mover of the curriculum reform

Through the discussion, research and development of the content of mathematics practice activities inside and outside the classroom, it emphasizes the cultivation of students' comprehensive quality and interdisciplinary content combination, making mathematics practice activities a multi-disciplinary and multi-capacity combination, and deepening the extension of mathematics practice activities. And the understanding of the connotation. The content of mathematics practice activities can be divided into the study of special mathematics practice activities and routine mathematics practice activities, which makes the long-term and long-term development of mathematics practice activities, promotes the spark of students' thinking, and promotes the improvement of students' learning ability.

Through the study of the various forms of mathematics practice activities inside and outside the classroom, the students' learning styles are changed, and the situation of teacher guidance, student initiative, teacher-student interaction, and life-long linkage is created. Pay attention to the understanding and research of the significance, role, method, distribution principle and scope of application of group cooperation in mathematics practice activities, and promote the relationship between group improvement and individual development in multi-form and multi-angle understanding. Pay attention to the regular changes in the classroom in mathematics practice activities. For example, research organization teaching, student discussion and exchange, teacher guidance and other changes in a series of issues.

Study the changing laws of teacher-student relationship in mathematics practice activities. Strive to re-understand the new teacher-student relationship within and outside the class from two different perspectives of teachers and students.

4. Achievements of school-based teaching and research work

Formed a stable expert guidance group.

Our school's mathematics teaching research has initially formed a relatively stable expert guidance group composed of urban teaching and research staff and relevant experts. The urban teaching and research staff visited our school many times per semester, specifically guiding classroom teaching practice, and the city's teaching and research staff. We also set up a mathematics practice week at our school to give lectures, lectures, and seminars. The guidance of experts has greatly accelerated our growth.

A mathematics research course system was constructed.

The mathematics research class of our school has shown its own characteristics after gradually exploring. Our on-campus research courses must first determine the research questions based on individual research topics, followed by the preparation of classes and trials in the grade group, followed by a series of teaching and research activities such as class, lectures, evaluations, and seminars throughout the school. In the whole process of the activity, we emphasize more participation, equal competition, consensus, and common progress. After each teaching and research activity, the grades of the coaching grades are summarized and the activity summary is written. This one-stop study not only cultivates the teaching ability of individual teachers , but also increases the cohesiveness of the group.

It became the normal course research mechanism.

The study of normal classes requires a comparative experiment. That is to find a common mathematical problem at a certain time, analyze the cause of the problem, find a solution to the problem, and finally make the classroom continue to develop a benign circle. The study in the first half of XX is an example of this research. Through such research, teachers are collectively concerned about certain issues, brainstorming, and the power of everyone is endless.

Expanding the time and space of students' mathematics learning.

The mathematics learning activities of students should not be restricted to the classroom. The mathematics activities of mathematics stories, mathematics games, math tabloids and mathematics essays provided by our school provide students with a broader time and space for the understanding of mathematics. Recently, we are planning the "Spring Blossom Cup Math Star" school-wide competition, which aims to change the traditional mathematics competition in the past and prepare it as a mass mathematics activity with full participation.

Second, the prospect of mathematics curriculum reform work

Since the implementation of the math curriculum reform, we have gradually learned

Use the new ideas of curriculum reform to scientifically guide the development of mathematics groups, to highlight the formation of teachers' personal style. Learned to deal with the long-term development goals of school mathematics and the recent work requirements. We began to learn to think, practice, and experience. It is also true that the school is the research base for curriculum reform, the classroom is the experimental field of curriculum reform, and the teacher is the true connotation of the main force of the curriculum reform.

Of course, we also encountered some difficulties and confusions in our work, mainly in the following aspects:

1. Deviation between ideas and behavior

There are many young teachers in our school, and it is more acceptable in the new concept. However, when the concept is transformed into a new behavior, there is still a lack of rational thinking. In the classroom, there is a phenomenon of wearing new shoes and walking the old road. Some teachings are like Look at the water and flow in the situation. Such as the general use of the group discussion, the excessive maturity of the teachers , the situationalization of the activity process, and so on.

2. Guide to democracy and concentration

In the classroom, teachers often lead students to different ideas and different ways to solve problems, but the students' thinking is sometimes disordered, and there are differences among the individual students. Therefore, the teachers also appear to be incomprehensible. Grasping this scale, too many students are allowed to express their own speech or guidance is not in place, so that the development of students' mathematical thinking ability is limited. For example, the problem of coordination between algorithmic diversification and optimal optimization of algorithms.

3, the departure from the presupposition

Young teachers still have too many teaching plans in the classroom, paying attention to the teachers themselves, turning a blind eye to the immediate problems generated by the students in the classroom. In the teachers' minds, the teaching plans are more important than the students. These teachings are based on the student-oriented concept. In the opposite direction, he said that he put forward higher requirements for teachers ' educational mechanism and classroom control ability in the new period.

The development of mathematics curriculum reform has provided opportunities for the development of Xiaoxihu Elementary School mathematics teachers and played a catalytic role in the development of the school. In the future, we will also expand our influence, make our school's mathematics curriculum reform work, do fine, deepen, and thoroughly, let mathematics become a student's best friend, let mathematics become the focus of teacher development, let mathematics become our school to climb again. The inexhaustible power of the peak!