Elementary school mathematics curriculum standard interpretation experience (practical)

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The elementary school mathematics curriculum standard interpretation experience (a)

This period of time again to learn the "new curriculum standards for elementary school mathematics", the harvest is very big, a lot of feelings, so that I understand the teaching both to strengthen the students' basic learning, but also to improve the students' developmental learning and creative learning, so as to cultivate the students' desire for lifelong learning and ability to let the students enjoy the" Happy Mathematics". In the face of the challenge of the new curriculum reform, we must change the concept of education, more brains, more ways, close the connection between mathematics and real life, so that students from life experience and objective facts, in the process of studying the real problem of doing mathematics, understanding mathematics and development of mathematics, so that students can enjoy the "Happy Mathematics".

It is important for teachers to reacquaint themselves with the material and change their original teaching concepts

Life is math. The Mathematics Curriculum Standard proposes that "everyone learns valuable mathematics; everyone has access to necessary mathematics." Emphasizes the application value of the content of the mass mathematical learning - can adapt to the future needs of social life. Therefore, in addition to the systematic teaching of mathematical knowledge, our mathematics teaching should be closely linked to the reality of life, adjust the corresponding mathematical content, to achieve what kind of mathematical content needed for life, what kind of mathematical knowledge will be taught, so that the life of the knowledge and skills necessary for people to become the goal of mathematics teaching and the pursuit of knowledge and skills. For example, in the past, our mathematical content in the calculation of some difficult, and the rapid development of modern society, calculators, computers, the full popularity of the calculation of the difficulty has been reduced, pay more attention to the necessity of the calculation and arithmetic. Changed the curriculum in the past "complicated, difficult, biased, old" and too much attention to the status quo of book knowledge, strengthened the curriculum content and mathematical learning life as well as social and scientific and technological development of the link between the attention of the students' interest in learning and experience, selected lifelong learning of the necessary basic knowledge and skills.

Second, teachers must change the past teaching mode

In the past, teachers often read from the book. The classroom often becomes a stage for teachers to sing a monologue, regardless of whether students are interested in, still according to the old teaching methods, ideas and force students to passively accept learning, teachers are often the core of the classroom, the organizer, students must follow the teacher's footsteps. The new curriculum clearly states that the role of the teacher in the classroom has undergone fundamental changes, from the instructor into an organizer, participant and partner. The teaching structure also changes accordingly. Should create a situation closely related to students' lives to stimulate students' desire to learn, so that students from passive learning to I want to learn, I want to learn; guide students to independent inquiry learning, so that students fully independent exploration, cooperation and exchange of their own to discover the problem, summarize the solution to the problem, the law. In short, to let students experience the entire mathematical process in a classroom, to achieve the three-dimensional objectives of classroom teaching.

Three, teachers must change the old evaluation system

In the past, the exam-oriented education focuses on the academic performance of students, to the examination as the only means of evaluating the students, the new evaluation system not only includes the evaluation of students, but also put forward to the evaluation of the teacher and the school, do not semester and the school year, a one-time test to assess the students, emphasize the students in the learning process, and the evaluation of the teacher and the school. Students, emphasizing the evaluation of students' progress in the learning process, emphasizing the evaluation of students' ability and self-confidence building, the sense of participation in activities and the spirit of cooperative learning.

In short, the new concept of the new textbook provides a broader stage for our teachers, and also puts forward higher requirements for each of our teachers. In the face of the challenges of the new curriculum reform, we must think more, more ways to close the connection between mathematics and real life, so that students from life experience and objective facts, in the process of studying the real problem with mathematics, understanding mathematics and development of mathematics, so that students enjoy the "joy of mathematics" and happy to learn mathematics.

The interpretation of the elementary school mathematics curriculum standard experience (two)

Through the study of the new curriculum standard, I have a further understanding of the new curriculum standard, the intention of the new material has a new understanding of the new curriculum highlights the basic nature of mathematical learning, popularity and development. In teaching to all students, in the face of the new curriculum reform, we must change the concept of education, and truly recognize the necessity and urgency of the new curriculum reform. Here I will talk about my feelings of learning:

First, the new curriculum standards for the meaning of mathematics and the nature of the course to determine, more reflect the requirements of the times.

After the revision of the significance of mathematics expressed as: "mathematics is the study of quantitative relationships and spatial form of science. Mathematics is closely related to human development and social progress, with the rapid development of modern information technology, mathematics is more widely used in all aspects of social production and daily life. Mathematics as an abstract generalization of objective phenomena and the gradual formation of the scientific language and tools, not only is the foundation of natural and technical sciences, but also in the humanities and social sciences is playing an increasingly large role.

II. Restatement of the basic concept, more prominent "people-oriented, diversified development".

The new curriculum standard is based on the six basic concepts of the original experimental draft of the curriculum standard: 1) Mathematics curricula for compulsory education should be basic, universal, and developmental, so that mathematics education can be geared to all students, and achieve the goal of: everyone learns valuable mathematics; everyone has access to the necessary mathematics; and different people can have different mathematical development. 2) Mathematics is an essential tool for people to live, work, and learn. 3) Mathematics is an essential tool for people to live, work, and learn. 4) Mathematics is an essential tool for people to live. Mathematics is an indispensable tool for people's life, work and study. It can help people to process data, carry out calculations, reasoning and proofs, and mathematical models can effectively describe natural phenomena and social phenomena; mathematics provides the language, ideas and methods for other sciences, and it is the basis for all major technological developments; mathematics has a unique role to play in improving people's ability to reason, abstract, imagination and creativity; it is a culture of human beings, and its contents are of great importance. Mathematics is a culture of mankind, and its contents, ideas, methods and language are an important part of modern civilization.3 〃 The contents of students' mathematical learning should be realistic, meaningful and challenging, and they should be conducive to students' taking the initiative to engage in mathematical activities such as observing, experimenting, guessing, verifying, reasoning and communicating. Content should be presented in different modes of expression to meet diverse learning needs. Effective mathematics learning activities cannot rely solely on imitation and memorization. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. The learning of mathematics is a lively, active and personalized process due to the different cultural environments, family backgrounds and ways of thinking of the students.4〃 Mathematics teaching and learning activities must be based on the students' cognitive development and existing knowledge and experience.

The teacher should motivate students to learn, provide them with ample opportunities to engage in mathematical activities, and help them understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and gain extensive mathematical experience in the process of self-exploration and cooperative exchanges. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning. For example, teaching the lesson of "continuous addition and subtraction". Students use the learning materials provided by the textbook to let students talk about the scenarios, talk about their own ideas, and ask questions by themselves. Students are no longer passive learning, but active learning, creative learning. This is conducive to the mobilization of students' internal motivation, the development of students' potential, and the mastery of knowledge.5〃 The main purpose of evaluation is to gain a comprehensive understanding of students' mathematical learning process, to motivate students' learning and to improve teachers' teaching; an evaluation system with diversified evaluation objectives and methods should be established. Evaluation of mathematics learning should focus on the results of students' learning, but also on their learning process; it should focus on the level of students' mathematics learning, but also on their emotions and attitudes in mathematics activities, helping students to know themselves and build up their confidence.6 The development of modern information technology (IT) has had a significant impact on the values, objectives, contents, and the way of learning and teaching in mathematics education. The design and implementation of the mathematics curriculum should emphasize the use of modern information technology, especially take into full consideration the impact of calculators and computers on the content and mode of mathematics learning, vigorously develop and provide students with richer learning resources, use modern information technology as a powerful tool for students to learn mathematics and solve problems, and commit to changing the way of learning for students, so that students are willing to, and have more energy to, devote to realistic and exploratory mathematical activities, exploratory math activities. In which the two about mathematics learning and teaching of mathematics into a merger into five basic concepts, about the overall requirements of mathematics curriculum and teaching is expressed as: "everyone can get a good mathematics education, different people in the mathematical development of different people", more people-oriented, diversified development of the concept.

Three, "double base" to "four base" goals, the target requirements are more specific, and more emphasis on the students' thinking training and activity experience.

The overall design of the course objectives still maintains the structure of the overall objectives and objectives of the academic period. Focusing on the combination of process and outcome objectives, specifically divided into four aspects of knowledge skills, mathematical thinking, problem solving, emotional attitude. It is clearly stated in the curriculum objectives that students should "acquire the basic knowledge, basic skills, basic ideas, and basic activity experience in mathematics necessary for social life and further development." This change makes us teachers have to pay more attention to the design of a variety of rich learning activities in teaching activities so that students experience the process of knowledge formation, the formation of basic activities, and in a variety of rich activities to expand thinking, the formation of basic mathematical ideas, the goal of the students are more specific and more demanding.

Four, 10 core concepts of the comb, more emphasis on the cultivation of students' various abilities and the construction of the model idea.

The new curriculum standard divides the content into four parts: number and algebra, graphics and geometry, statistics and probability, synthesis and practice. It also proposes 10 core concepts related to the content: number sense, symbolic awareness, spatial concepts, geometric intuition, data analysis concepts, arithmetic ability, reasoning ability, modeling ideas, as well as the sense of application and creativity, and each of the core concepts is given a more explicit explanation. Such core concepts of combing, pay more attention to the cultivation of various abilities of students and the penetration of the model idea, especially to cultivate students on the application of knowledge awareness and ability, many children in the past will only be on the problem solving will not think about the problem, will not be able to migrate and knowledge, such a clear sorting out of the specific requirements of the teachers in the teaching of the clearer focus on what aspects of the students' cultivation and training. There is nothing more than a hand touch, see with their own eyes, more can truly get the feeling. In the Standard, it is pointed out that "building an open and dynamic teaching curriculum, the classroom and life should be closely linked together. Let students learn an effective way to truly realize the individuality of the promotion. Such as in the study of "self-selected malls" and teaching "classification" before the class, students are required to go to the supermarket accompanied by their mothers to walk around, look at the supermarket in the style, content, arrangement of commodity labels; in the teaching of the "recognition of graphics" in the students can be touched, play with the plane and three-dimensional graphics, through the touch, direct experience of the shape of the object and its characteristics.

Through the study of the 20xx version of the "new curriculum standards for elementary school mathematics" more so that I realize that as a mathematics teacher must constantly update their teaching concepts, change the old can not adapt to the development of students' teaching mode, and continue to study the textbooks, learning new ideas, new methods, a deeper understanding of their students, study teaching methods, and constantly improve their own level of teaching and learning, only to be able to adapt to the modern teaching of primary school mathematics, and to be able to adapt to the modern teaching of primary school mathematics. This can adapt to the needs of modern teaching of elementary school mathematics.

The new curriculum highlights the basic, universal and developmental nature of mathematical learning, and promotes "mathematics should be oriented to all students, to achieve 'people learn valuable mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics', 'everyone can get the necessary mathematics'.

Therefore, the new standard requires comprehensive improvement of students' mathematical literacy, and teacher-student interaction in classroom teaching. In the face of the challenges of the new curriculum reform, we must change the concept of education, more brains, more ways, close the connection between mathematics and real life, so that students from life experience and objective facts, in the process of studying the reality of the problem to do mathematics, understanding and development of mathematics, so that students enjoy the "happy math". Through recent study and practice, I have a deeper understanding of the standards, and really understand the need and urgency of the new curriculum reform.

In my future work, I will strictly follow the requirements of the new standards, to do a good job in every class, to promote the presentation of the mathematics curriculum and the transformation of students' learning styles, to establish the student's main position in learning, and strive to create a space conducive to the quality of education for students.

For elementary school mathematics teaching, both to change the way of teaching and to change the way of learning, training and formation of "independent, cooperative, inquiry" way of learning, in the two changes, the change in the way of teaching is the main contradiction, teaching a change in the way of learning, and the way of learning is also changed. The change in the way of learning can be rationally presented in the classroom, proving that the change in the way of teaching, proving that the teachers of the new concept of the real establishment. The practice of curriculum reform tells us that without a firm new curriculum concept, the real meaning of teaching and learning style change is impossible.

In teaching practice, I will strive to break the traditional closed, single, mechanical . Teaching mode, the main will take the following practices:

1. Study the new standards, in-depth understanding of the spirit of the "Mathematics Curriculum Standards", and effectively change the concept, to overcome the past in the teaching of the neglect of the student's main body status, ignoring the cultivation of humanistic spirit and the spirit of science, the excessive pursuit of the subject knowledge system of the erroneous tendency to truly establish a new concept of education, through the completion of the teaching task. Comprehensively improve the overall quality of students, focusing on improving students' ability to analyze and solve problems, actively advocate and promote the active development of students' learning methods, broaden the field of learning and application, focus on the connection to life, interdisciplinary learning and inquiry-based learning, so that students can obtain the lifelong mathematical ability required by the modern society.

2. I will also grasp the experimental textbooks as a whole, to clarify the intention of its preparation, the system characteristics, to clarify the textbooks and the "Curriculum Standards", the textbooks tutorials between the intrinsic links, to clarify the textbooks of various I designed the intention and focus, in order to accurately set up the focus of the teaching in the preparation of the class and teaching activities to find to meet the "Curriculum Standards" put forward by the curriculum objectives of the landing point, the effective implementation of the The math teaching.

3. On the basis of accurately grasping the textbook I think, from the class of this school local reality, according to the age characteristics of students and different teaching content, creative and flexible selection and use of textbooks of various designs, to take the appropriate teaching strategies, the basic skills, mastery of knowledge and comprehensive practical activities to the implementation; vigorously improve the classroom teaching, and to promote heuristic, discussion teaching; actively develop classroom learning resources and extracurricular activities to help students learn more about the subject of mathematics. Actively develop classroom learning resources and extracurricular learning resources, communicate inside and outside the classroom, communicate with parallel disciplines, creatively carry out a variety of activities to increase students' opportunities for mathematical practice, so that students can enrich the accumulation of knowledge in practice, master the learning methods, improve the basic skills, to receive inculcation and infection, and to develop good learning habits, laying a solid foundation of mathematics; encourage students to participate in a variety of practical activities, and to promote the overall improvement of students' mathematical The first step is to make sure that you have a good understanding of what you are doing.

Teachers are the organizers and guides of learning activities, students are the main body of the classroom, so the teacher should return the classroom to the students as much as possible, so that as many students as possible to participate in the classroom, the "master" right back to the students. The purpose of learning is to learn to use, rather than simply for the test, in order to get promoted, therefore, as a teacher is really necessary to change their role position, in line with the requirements of the new standards, to fly the soul of the space and time left to the students, to create a relaxed and free classroom atmosphere, in this relaxed atmosphere really guide the students to actively, actively learn, in this way, the students have more free learning space, have equal rights with the teacher, and the students will be able to learn. Learning space, the opportunity to have an equal dialog with the teacher, become more and more bold, in the classroom enthusiastically speak, actively self-expression.

So that each student's potential has been fully tapped, the quality of the overall improvement, so that the classroom is full of vitality and vigor, as pointed out in the standard: so that students gain an understanding of mathematics at the same time, in the ability to think, affective attitudes and values of the various aspects of progress and development.

The interpretation of the elementary school mathematics curriculum standard experience (four)

Today again to study the "new curriculum standards for elementary school mathematics", so that I understand the teaching not only to strengthen the students' basic learning, but also to improve the students' developmental learning and creative learning, so as to cultivate the desire and ability of students to lifelong learning, so that students can enjoy the "Happy Mathematics! "

Learning experience of the new curriculum standard for elementary school mathematics. Therefore, I through the new curriculum standards of re-learning, have the following understanding:

First, preparation: change "preparation materials" for "preparation students"

Teachers in the process of preparation preparation The method of teaching a lot of preparation for the student learning methods less. Teachers note that they have to have good language skills (such as language should be concise, accurate, vivid, etc.), note that the experimental operation should be standardized, skilled, note that the expression of the text (such as the board writing orderly, clear, neat, etc.), but also pay attention to the organization of the management of the students, but not enough to consider the students' learning. The teacher's preparation to explore how students learn, according to different content to determine different learning objectives;

According to the different grades of students to guide how to pre-study, listen to the class, take notes, do review, do homework, etc.; to take into account the ability to observe the ability to imagine the ability to think, the ability to reason and summarize the ability to cultivate. A teacher's level of teaching, not only to show his knowledge of the teaching, but also in the main performance of his students to learn the ability to cultivate.

The second lesson: change the "walking lesson plan" for the "generative classroom"

The teaching process is a highly variable development of the dynamic process of generation, during which there are bound to be many unintended The actual process of education is far more vivid, lively, and rich than the scheduled, planned process.

Teachers should take advantage of the immediate generative factors, to show their flexible teaching wit, can not lead the student's nose, "walk the lesson plan". To contribute to the dynamic generation of classroom teaching, teachers should create a democratic and harmonious classroom teaching atmosphere. If our classroom is still the teacher's dignity, students raised questions, teachers do not answer, ignore, or immediately show unhappiness, impatience, that the students' motivation to learn must be greatly reduced, the experience of "elementary school mathematics learning experience of the new standards". Thus, to make our classroom full of life, teacher-student relationship must be open, teachers should be in the teaching of the real establishment of personality equality, sincere cooperation and democratic relationship.

At the same time, teachers should attach great importance to the students' words and deeds, in the platform of teaching and learning, to do the teaching and learning, to set up at any time to capture the awareness of the teaching opportunities, will certainly make our classroom teaching more lively and interesting, more full of vitality, and more able to demonstrate the infinite charm of the teacher. Classroom questioning attention to openness. Open questioning, there is no uniform mode of thinking and ready-made answers, students answered completely according to their own understanding of the answer.

The answers will be colorful, which can be used as a teaching resource for our teachers. Teachers can give affirmation or guidance based on these answers, so that the students' ideological understanding can be improved in the teacher's affirmation or guidance. To promote the dynamic generation of classroom teaching, but also to give full play to the teaching wisdom of teachers, teachers of the educational process of mastery is to grasp the dynamic generation.

Three, change "authoritative teaching" for "*** with the discussion"

The new curriculum advocates the establishment of independent cooperation and inquiry learning mode, the function and role of our teachers put forward a strong change requirements, that is, the traditional traditional teaching of the role of the teacher. Strong change requirements, that is, the requirement of the traditional condescending position of the teacher in the classroom teaching will gradually disappear, replaced by the teacher standing in the middle of the students, and students equal dialogue and communication; in the past by the teacher to control the teaching activities of the kind of dull and serious to be broken, and replaced by teacher-student interaction and interaction, *** with the development of the sincerity and passion. As a result, the teacher's function is no longer just to pass, discipline, education, but to more to inspire, help, counseling; the relationship between teachers and students is no longer knowledge transfer as a link, but to emotional exchange as a link; the role of the teacher is no longer to fill the storehouse, but to ignite the torch. The inspiration of student learning is not generated in the quiet as deep thought, but more in active speech, mutual debate in the sudden flash. The main role of the students is suppressed, the original learning inspiration will sometimes disappear.

Four, change "teachers say" for "students say more"

Teaching teachers to encourage, guide students in the perceptual material on the basis of understanding of mathematical concepts or through quantitative relationships, simple judgment, reasoning, and so on.

Teachers can organize students to speak according to the characteristics of the material. Some teachers in the teaching only satisfied with the students to say yes and no, or how much, as to whether the speech is complete, how to speak in order, the teacher is not too much attention.

This does not help the development of students' thinking skills. Mathematics teachers should encourage and guide students to express their opinions and tell their thinking process in order, and let as many students as possible can have the opportunity to speak, teachers should not only understand the results of students say, but also pay attention to the quality of what students say, so that persistence, is conducive to the cultivation of the students' ability to think logically.

According to the age characteristics of elementary school students, a good math class should try to fully mobilize the various senses of the students, to increase students' interest in learning, rather than burying students in more and more practice paper. For example, oral math, now has a name, most of the pen instead of math, students hands do not move their mouths.

In fact, in the past, many teachers have created a lot of good methods of oral calculation, especially in the lower grades of teaching, teaching in the game, entertainment, active classroom atmosphere, mobilized students to learn actively, other materials can also do so.

We can not turn the math class into a boring, boring, boring for students to learn. In mathematics class, teachers should guide students both hands and mouth, and supplemented by other means of teaching, which is conducive to optimize the classroom atmosphere, improve the effectiveness of classroom teaching, but also inevitably conducive to improving the quality of teaching.

In short, in the face of the challenges of the new curriculum reform, we must change the concept of education, more brains, more ways, close the connection between mathematics and real life, so that students from life experience and objective facts, in the process of studying the reality of the problem to do mathematics, understanding of mathematics and the development of mathematics, so that students can enjoy the "happy math!

This is the first time that we have seen the "Happy Math".