Scaffolding teaching method of primary school mathematics based on diagnosis

Diagnostic scaffolding teaching method for primary school mathematics (the author of this report is Weifang city? Li, for academic exchange only, not for other purposes)

First of all, the question is raised:

1. Insufficient development of curriculum resources.

2. Insufficient understanding of mathematics curriculum standards and textbooks.

3. Unreasonable learning style

Based on the above analysis, the standard-based classroom teaching improvement action was carried out.

1. Improve teachers' curriculum awareness

2. Take improving teachers' scientific teaching ability as the growing point.

3. Cultivate students' autonomous learning ability

Second, the connotation interpretation

The scaffolding teaching of primary school mathematics based on diagnosis divides teaching into three frameworks: before class, during class and after class.

Before class, set up a diagnostic preview bracket to understand the students' learning situation and know where the students are. Methods: preview the evaluation card and preview the micro-course independently.

Classroom self-study scaffolding gives students a framework for self-study and lets them know how to do it. Framework: learning objectives, inquiry tasks, core issues, micro-lessons, learning standards, blackboard design.

Extended diagnosis support after class, let students know where they are and how to remedy and improve them through evaluation criteria. Follow-up of make-up lessons: knowledge micro-lesson, understanding the learning content of this lesson+special training; Expanding and upgrading: practical tasks+expanding micro-courses, guiding students to practice and upgrading from hands-on practice. In order to achieve accurate teaching and learning.

Third, the implementation measures

1 Find the nearest development area and provide diagnostic preview scaffolding before class.

2 Based on the analysis of the preview results, provide a scaffold for autonomous learning in the classroom.

(1). Goal-oriented, clear "where to go"

(2) Task-driven, clear "how to go"

(3). Share communication, with the help of blackboard writing support, let thinking go deep.

(4) Evaluate and reflect, and make clear "Where are we?"

(5) Apply what you have learned and ask, "Have you arrived yet?"

3 diagnose according to the learning results and provide extended diagnosis support after class.

Fourth, the results and effects.

Results:

Effect:

Verb (short for verb) Plan and plan.

1. Constantly develop and improve various resources to make this teaching method more scientific and efficient.

2. Radiation to all teachers in the school, so that more students can benefit.