Talk about how to build a model for teaching mathematics at the middle and high school levels in elementary school

I, the problem of 1.research background In the face of the new round of the national basic education curriculum reform, according to the reality of the teachers of our county teachers, Boxing County Mathematics Teaching and Research Office in August 2007 began to build efficient elementary school mathematics classroom teaching mode of the study of the subject research. Under the new round of curriculum reform, mathematics teaching advocates students' independent exploration, cooperation, communication and practical innovation in the way of mathematics learning, starting from students' life experience and existing knowledge background, providing them with sufficient opportunities to engage in mathematical activities and exchanges, and prompting them to truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods during the process of independent exploration, and at the same time, obtain a wide range of mathematical activities experience. Mathematics teaching is the teaching of mathematical activities, it is the process of teacher-student interaction, interaction and ****same development, students are the masters of mathematics learning, teachers are the organizers, guides and collaborators of students' mathematics learning. In the new curriculum reform continues to popularize and in-depth, students' learning behavior and teachers' teaching behavior have undergone a major transformation, and some teachers in our county, especially older teachers in the townships, are difficult to integrate into the atmosphere of learning the new curriculum reform, and can not keep up with the pace of the new curriculum reform, and has become a bystander of the new curriculum reform. The main performance is: wear new shoes, walk the old way. They rely on years of teaching experience, only focus on the form of learning and ignored the concept of updating, the classroom demonstrated the so-called innovative form of teaching and teaching methods is only a layer of the new curriculum reform coat. In order to the county's teachers to make their own teaching philosophy and the spirit of the new curriculum reform in tune with the teaching behavior to practice the concept of the new curriculum and constantly improve the teaching efficiency of the classroom, so the implementation of the construction of elementary school mathematics efficient classroom teaching mode of the study of the subject. Constructing an efficient classroom teaching model is also proposed in response to the many shortcomings of the traditional classroom teaching model. The traditional classroom teaching mode ignores the educational concept of taking students' development as the center. Traditional classroom teaching is a widespread phenomenon, that is, the students as a passive receptacle of knowledge, that students are ignorant, do not know anything, everything depends on the teacher's explanation, infusion. Thus, the teacher will start from the subjective desire, regardless of the actual situation of the students, just the use of the classroom to the students hard, mechanical infusion of ready-made knowledge, the students just passive acceptance. Its performance for teachers speak students listen, teachers act students see, teachers write students copy, teachers specify the scope of the test, students memorize. Only the teacher's enthusiasm, but not the students' enthusiasm. In the "Preamble" part of the "Standards for the Mathematics Curriculum for Full-time Compulsory Education (Experimental Draft)" (hereinafter referred to as the "Standards"), it is pointed out that: "Mathematics is a kind of culture of human beings, and its contents, ideas, methods and language are an important part of the modern civilization"; "Mathematics teaching activities must be built on the basis of students' cognitive level and existing knowledge and experience, teachers should provide students with full opportunities to engage in mathematical activities ...... to obtain a wide range of mathematical activities experience." It can be seen that building an efficient classroom teaching model for elementary school mathematics is a need to practice the concept of the Standard and deepen the reform of classroom teaching. (2) Research status and expected breakthroughs at home and abroad (a) Research status at home and abroad (1) The "excellent teaching and learning" researched by Prof. Ellen Spurgeon of the University of Kentish Town, UK, and the "efficient classroom" researched by us are essentially the same, and both of them pursue the highest efficiency of teaching and learning. Professor Ellen Shibo's understanding of high efficiency is based on the four aspects of efficient access to learning resources, efficient learning per unit of time, efficient completion of individualized learning objectives and efficient interaction and nourishment of emotions, attitudes and values. It also coincides with the three-dimensional goals mentioned in our new curriculum. The research of Prof. Alan Szabo has played a positive role in promoting and optimizing the teaching of small classes in the United Kingdom, which is not quite applicable to the status quo of collective teaching in large classes in China. 2. In recent years, Mr. Li Bingting, a national famous expert in classroom reform, has focused on the promotion and practice of "Efficient Classroom Mode" to further deepen the reform of education and teaching, improve the theoretical education of educators, and promote the reform of the new curriculum, especially the reform of primary and middle school classroom teaching, which has improved the effectiveness of classroom teaching. Mr. Li has been highly praised by his peers in the national education field. However, Mr. Li Bingting's "efficient classroom model" applies more to secondary school students and less to elementary school students. (B) the expected breakthrough Our research "construction of efficient classroom teaching mode of elementary school mathematics research" will be further enriched, refine the controversies and regrets of similar research, especially in the teaching process of the new lessons of the doubts that exist, so that the teacher's teaching and student learning complement each other, teachers and students **** with the same improvement, and the harmonious development of the teacher and student ****. Second, the theoretical basis for the study of efficient classroom teaching model of elementary school mathematics 1. constructivist teaching theory (U.S.) Von. (U.S.) Von Glasersfeld (Von Glasersfeld). The basic viewpoint of constructivism: (1) Knowledge is actively constructed by the subject, rather than passively absorbed from the outside world. (2) The subject in the process of cognition is not to discover the world of knowledge independent of their minds, but to reorganize and construct a new cognitive structure through the world of previous personal experience, and cognition is constructive. 2. The theory of quality education The concept of quality education is a modern view of education that was gradually formed at the end of the 20th century with the deepening of education reform, which was put forward in response to the shortcomings of "education to the test". Quality education is the education guided by the educational idea of "education should be oriented to modernization, to the world and to the future", the education with the fundamental purpose of improving the quality of the people and the innovation ability of the nation, and the education to cultivate the education to adapt to the development of the society. Quality education is based on the needs of social development and put forward, attaching importance to the "overall development, comprehensive development, personality development" of students, focusing on cultivating students' sense of innovation. 3. Non-directive teaching theory (U.S.) Carl Rogers' "non-directive teaching theory". Rogers' "non-directive teaching theory". Characteristics and principles of "non-directive" teaching: (1) Greatly dependent on the individual's own growth, through their own efforts to overcome various obstacles. Instead of teaching others directly, it only makes it easier for others to learn. Such as inducing independent thinking, clarifying questions, and helping to organize experiences already recognized by the student. (2) Mood Emotional factor with an atmosphere of sincerity, understanding, and acceptance. It is not disguised and is frank and open. (3) The student learns by maintaining or reinforcing his or her own constructs, and therefore pays attention to "assimilation" as an influence on the learning process. (4) Contact with each other as a natural state of development. Teachers do not teach students how to learn, but provide the means for learning, and students decide how to learn. Objectives, content, methodology and process of the study I. Objectives of the study Specifically, there are the following points: 1. To create a set of scientific, democratic and efficient classroom teaching mode through practice and research, to promote teachers' teaching and students' learning, and to make teachers and students develop harmoniously*** with each other. 2. 2. With the new curriculum concept and the theory of education experts as a guide, gradually explore the efficient classroom teaching mode centered on student development, and constantly improve. 3. The study of efficient classroom teaching mode in elementary school mathematics will further demonstrate the learning process of students, get the experience of success, and establish students' confidence in learning. 4. Through the study of the subject, increase the process of reforming the teaching mode of elementary school mathematics classroom in our county, and promote the development of the basic strategy and management system of elementary school mathematics teaching in the county.