How to effectively implement the "three-dimensional goal" in primary school mathematics teaching

How to effectively implement the "three-dimensional goal" in primary school mathematics teaching

Qian Jinduo: Male, born in August, 1959, college degree, high school teacher, special math teacher in Zhejiang Province. At present, he is a mathematics teaching researcher at Zhoushan Education and Teaching Research Center in Zhejiang Province, the president of the Primary School Mathematics Research Branch of Zhejiang Education Association, and the director of the Provincial Special Teacher Association.

For more than twenty years, he has always attached importance to the teaching and research of primary school mathematics and has made remarkable achievements. /kloc-0 was awarded the title of "National Excellent Teacher" by the Ministry of Education in 1998, and/kloc-0 was awarded the "Self-taught Award" by Zhejiang Province in 1999. In 200 0, he was awarded the honorary titles of "Model Worker", "Outstanding Professional Talent" and "Zhoushan Top Professional and Technical Talent Award" by Zhejiang Provincial People's Government. He has published and exchanged more than 30 papers in provincial and above journals and won many awards. He has participated in the compilation of books such as "The Art of Mathematical Thinking" and "The Art of Processing Primary School Mathematics Textbooks", participated in dozens of national academic research activities, held more than 200 public classes and gave nearly 100 lectures. Relevant articles, teaching plans and classroom records reflecting his teaching style and classroom teaching skills have been compiled into books such as Classroom Teaching Skills of National Primary School Mathematics Teachers and Classic Classroom of Famous Teachers. In recent years, I have made special research on the guidance of learning methods, the cultivation of innovative ability and the new mathematics curriculum, and achieved remarkable results.

The "three-dimensional goal" put forward by the new curriculum is the fundamental embodiment of promoting quality education, which makes the implementation of quality education in classroom teaching have an important carrier and a solid operating foundation. The new curriculum standard points out that the core of three-dimensional goal is human development, and its unity must be emphasized when implementing three-dimensional goal, that is, three-dimensional goal is an organic whole; Only by realizing the organic integration of three-dimensional goals can we promote the harmonious development of students. Knowledge and skill, process and method, emotion, attitude and values are the three dimensions of the new curriculum goal. Students need to use certain methods to learn any knowledge and skills, and it takes a process to use certain methods to solve problems. Similarly, students will always be accompanied by certain emotions and attitudes in this process. So we say that three-dimensional goals should be three aspects of a goal, not three isolated goals. From the mathematical point of view, to achieve the three-dimensional goal, we should not only promote students to master the basic knowledge, skills and methods of mathematics, but also improve students' ability to think and solve problems, and at the same time promote the development of students' emotions, attitudes and values. Therefore, we think it is very important to implement the three-dimensional goal scientifically and reasonably in the teaching process. However, analyzing the current situation of mathematics classroom teaching in primary schools, we can easily see that: on the one hand, students' passive learning, adaptive learning, mechanical learning, closed learning and compulsory learning still exist in a considerable number of teachers' classroom teaching; On the other hand, under the guidance of the concept of "openness", some teachers ignore the reality of the classroom teaching system and blindly pursue the unrealistic so-called "openness", which leads to the serious deviation of classroom teaching from the requirements of mathematics teaching. The reason is that these teachers have metaphysically understood the basic ideas of the new mathematics curriculum teaching, artificially dismembered the three-dimensional goals, resulting in the falsehood of knowledge and skill goals; The goal of process and method is "free" from the goal of knowledge and skills, from the teaching content and task, and from the development of students, and the goal of emotion, attitude and values is "labeled", which leads to the hollowing out of the teaching goal at the implementation level. Curriculum reform needs passion, but it needs rationality more. Therefore, how to effectively implement the three-dimensional goal in the practical teaching of the new mathematics curriculum is a problem worthy of our serious discussion. Let's talk about some personal understanding on the implementation of the three-dimensional goal of mathematics teaching in teaching.

First of all, the three-dimensional goal of mathematics teaching puts knowledge and skills first. Obviously, the learning of knowledge and skills is not excluded from the goal, and of course its position and role in education and teaching can not be underestimated. Relatively speaking, knowledge and skill goal is the basic goal in three-dimensional goal. Mastering the basic knowledge and skills of mathematics is still a very important routine teaching task in mathematics classroom teaching, and it is also the focus of mathematics learning, and it is also the first problem that teachers should make clear when studying teaching materials and presupposing teaching process. If we don't pay attention to basic knowledge and skills in teaching, we can't judge learning correctly, so we can't analyze students' learning value. Of course, although knowledge is the foundation of students' development, it is not the ultimate goal of education. The fundamental purpose of education is to promote students' all-round, sustained and harmonious development. The development of students' mathematical ability is the gradual assimilation or reorganization of cognitive structure in the process of constantly mastering and transferring knowledge and skills. The mastery of mathematical knowledge and skills must be based on mathematical ability. Without the minimum sensibility and memory, perceptual knowledge cannot be carried out. Without a certain level of comparison, abstraction and generalization, rational mathematical knowledge is difficult to understand and master; At the same time, the level of mathematical ability also affects the speed, depth, difficulty and consolidation of mathematical knowledge and skills. However, due to a considerable number of math teachers' misunderstanding, in many math classes, the math knowledge and skills that should be clearly studied and mastered appear undue deficiency, and some even the most basic knowledge and skills are not mastered by students skillfully, and they are replaced by the so-called "algorithm diversification". Let's take "practice of addition and subtraction within 100" as an example to think. Please look at the following teaching link: the teacher first presents 9 small circles, and then presents 8 numbers in 8 small circles, which are distributed according to the circular positions to form the following figure:

Teacher: From 8 primary school now.