Combined with the actual needs of our school to further promote and deepen the curriculum reform and make every effort to create an efficient classroom, according to the requirements of the Provincial Education Society and the Academy of Educational Sciences, the research situation of the subject is reported as follows.
First, the question raised
The new curriculum reform experiment has been carried out in our school for more than ten years. The primary school mathematics teaching has experienced a great baptism in terms of educational concepts, teaching methods and learning methods, and the mathematics teaching is full of new vitality. However, in the investigation, we found that it was influenced by education, economy and culture in minority areas. There are still the following problems in the teaching and learning of primary school mathematics in our school: First, it is common for primary school mathematics teachers to "teach textbooks" instead of "use textbooks". Second, teachers' teaching methods and methods have not been fundamentally changed, and the teaching process is still dominated by teachers' control, with low student participation rate, low achievement of classroom teaching objectives, high consumption and inefficiency, and lack of strategies, which have become obstacles to teaching and learning. Third, students listen more, practice more, have fewer opportunities to operate, have fewer opportunities to show their thinking and collide with their thinking, and have narrow participation, so they are not real learning masters. Fourth, students' learning potential is infinite, but it has not been effectively activated.
Classroom teaching is the main position for schools to implement quality education and new curriculum reform. The high efficiency of classroom teaching can not only reduce the burden of students, but also reduce the work pressure of teachers. It is the optimization of teaching process and the maximization of educational effect, the crystallization of perfect cooperation between teachers and students, and the goal that every teacher constantly pursues. The Curriculum Standard for Primary Mathematics points out: "Mathematics teaching activities must be based on students' cognitive development and existing knowledge and experience. Effective mathematics learning activities cannot simply rely on imitation and memory. Teachers should stimulate students' interest in learning, provide students with sufficient opportunities to engage in learning mathematics activities, and enable students to learn mathematics knowledge better through hands-on practice, exploration and cooperation." It can be seen that the high efficiency of primary school mathematics classroom is to let students actively participate in classroom activities under the guidance of teachers, so that students can learn to learn, discover problems, explore problems and innovate, and can truly learn independently and become the main body of independent exploration and self-development in teaching activities. Efficient classroom is the highest teaching realm that every teacher pursues. Only when efficient classroom teaching is truly realized can students benefit and achieve a win-win situation for teachers and students. Only when students learn mathematics can they be happy, eager to learn, learn independently and creatively, and lay a solid foundation for their lifelong sustainable development.
The research on efficient classroom teaching strategy of primary school mathematics establishes "student-oriented" and "learning-oriented", completely changes the traditional receptive learning mode, and enables all students to learn effectively by guiding students to study independently, cooperate with each other, and demonstrate communication, so as to achieve the goal of efficient classroom teaching. This is exactly the place with research value in theory and practice of this topic. As a window experimental primary school in western Hunan, our school will also vigorously promote the pace of classroom teaching reform in ethnic minority areas in western Hunan, so that children in western Hunan can truly bathe in quality education.
Second, the domestic and foreign research summary
The idea of effective teaching abroad is more systematic, which is manifested in attaching importance to teaching efficiency and seeking effective teaching methods (modes) and ways. The "progressive education school" represented by Dewey came into being, and put forward the "guidance-discovery" teaching mode centered on "students", "experience" and "activities". With the development of science and technology and the progress of society, people gradually changed the traditional "two-dimensional opposition"-either good or bad way of thinking, and began to re-examine the two opposing schools of educational ideas in the history of education. While seeing their opposing views, more research and discovery were made on their interlinked and blended side. Therefore, since the 1950s, the theory and practice of educational reform have been to abandon extremes and learn from others. Reflected in the research of effective teaching, the research of effective teaching mode has shown a diversified and comprehensive development trend. At present, the effective teaching modes with great influence mainly include: Skinner's procedural teaching mode, zankov's teaching and development experimental mode, Bloom's mastery learning mode, Wagenshein's exemplary teaching mode, Lozanov's suggestive teaching mode, Ausubel's "cognition-assimilation" mode, Rogers' "non-directive" teaching mode and monash Willy's "cooperative teaching" mode.
Since the reform and opening up, Chinese educators have made painstaking efforts to study and explore the teaching mode on the basis of drawing lessons from foreign teaching modes and summing up their own experience, and have absorbed the strengths of foreign teaching modes and teaching modes with Chinese characteristics, which can be described as mushrooming. Among them, the effective teaching modes with great influence are: "guidance-self-study" teaching mode, "guidance-discovery" teaching mode, "goal-guidance-control" teaching mode and "situation-cultivation" teaching mode. At this time, effective teaching began to develop in the direction of constructing diversified, situational and personalized teaching models. People pay more attention to the richness of teaching practice and the flexible application of teaching mode.
At present, the classroom teaching modes that have great influence in China and can reflect students' dominant position are the "336" mode in Dulangkou Middle School and the efficient classroom teaching mode of "learning before teaching and training in class" in Yangsi Middle School.
To sum up, both theoretical research and practical exploration provide a good paradigm and reference for our efficient classroom practice research. Efficient classroom is a two-way behavior. To achieve high efficiency, what efforts teachers and students need to make to truly achieve high efficiency. This is the significance of this research.
Third, the definition of the subject
Efficient classroom: refers to the classroom that obtains the maximum learning benefit with the minimum investment in teaching and learning, and its basic characteristics are "self-construction, interactive stimulation, efficient generation and pleasure * * *". Look at the degree of students' knowledge mastery, ability growth and changes in emotions, attitudes and values; Second, see how the teaching effect is obtained through what kind of investment, and whether it has achieved less teaching and more learning; Third, see if teachers and students have experienced a pleasant communication process of two-way stimulation.
Teaching strategy: This topic refers to the practical research from four aspects: evaluation strategy, tutorial plan, team culture construction and classroom mode, so as to effectively change teachers' teaching methods and students' learning methods.
Fourth, the theoretical basis
1.Constructivism learning theory. Emphasizing the student-centered approach not only requires students to change from passive recipients of external stimuli and objects of knowledge infusion to active constructors of information processing and knowledge meaning; Moreover, teachers are required to change from imparting and inculcating knowledge to helping and promoting students to actively construct meaning.
2. Developmental teaching theory. The core idea of developmental teaching is to establish teaching that can promote children's general development requirements. Promote students' all-round and harmonious development with the best teaching effect.
3. Discover teaching theory. Inspired and induced by teachers, students explore some facts and problems independently, think actively, and discover and master the corresponding principles and conclusions by themselves. Starting from children's psychological characteristics, under the guidance of teachers and relying on the materials provided by teachers and textbooks, students can find problems, answer and solve problems themselves, so that they can become discoverers of knowledge.
4. Effective teaching theory. Learning-centered theory is the foundation and core of effective teaching, which emphasizes the organic combination of teachers' leading role and students' main role, and dialectical unity in students' learning and development. It emphasizes: stimulating and mobilizing students' initiative, enthusiasm and consciousness in learning, providing and creating suitable teaching conditions, so as to urge students to form effective learning and promote their development.
V. Research objectives
1.Through the research of this topic, we explore and summarize a set of effective teaching strategies for primary school mathematics to meet the needs of students' physical and mental development.
2. Through the research of this topic, we can effectively change students' learning methods, make students willing to learn, want to learn and enjoy learning, truly feel the value of learning mathematics, and improve students' independent consciousness and effective learning ability.
3. Through the research of this topic, teachers are urged to change their teaching concepts and teaching methods, improve their professional level, and finally improve the efficiency of mathematics teaching in primary schools.
VI. Research contents
1, evaluation strategy
Efficient classroom teaching evaluation, "smart learning" growth evaluation, "smart students" growth evaluation, group evaluation.
2. Efficient classroom mode: self-study, demonstration and feedback.
3. Writing the tutorial plan.
4. team culture construction.
Seven, research methods
1, action research method: on the basis of attaching importance to theoretical guidance, emphasizing practice and exploration, learning, practicing and summarizing.
2. Investigation and research method: Through questionnaires and other means, collect information about problems or current situation purposefully, planned and systematically, so as to obtain relevant facts about the subject research and form a scientific understanding about the subject research.
3. Experience summary method. Through the continuous analysis, summary, distillation and sublimation of the data and accumulated experience in the usual experimental process, it is summarized into writing.
Eight, the research process and stage results
(A) the establishment of an efficient classroom supervision evaluation group.
The class inspector evaluation group is headed by the principal, the vice principal in charge of grade is the first responsible person of the grade group, and the middle-level leaders of the school, the head of discipline teaching and research, and the head of grade group are members. They go to the classroom for inspection, lectures, guidance and feedback every day.
(2) team culture construction
1. The class is equipped with advanced "Hanwang Interactive Multimedia"
The school raised funds from various sources1500,000 yuan to install advanced "Hanwang interactive multimedia electronic whiteboard" and four-sided mobile blackboard for 50 classrooms in the school, creating a scientific and convenient interactive platform for students.
2. Strengthen the construction of class culture and group culture.
Cancel the podium, let the teachers walk off the podium and become veritable participants and collaborators. Students' seats are changed from paddy field to group, and they sit face to face. Every class in the school has a class name, class emblem and class rules; The group has its name, emblem and training. Each study group is divided into teaching assistants, subject leaders and discipline leaders, and each student has his own responsibilities.
3. Learning group construction
(1) form a group to carry out the operation of group cooperative learning.
The operation of group cooperative learning is mainly in two aspects, one is the formal operation, and the main responsible person is the class teacher. The second is the operation of content, and the main responsible person is the classroom teacher.
② Formal operation of group cooperative learning.
In practice, we have found that the group size suitable for large classes attached to small schools is 6-8. There are too many groups, so it is difficult to communicate and assess. There are too many people in the group, and there is a great sense of distance within the group, so it is not suitable for discussion within the group. According to the learning ability, it is divided into three levels: A, B and C, and adheres to the hierarchical learning concept that A teaches B, B teaches C and A expands. Students in each group sit face to face in two rows, facing north and facing south, instead of facing forward and facing back. This can make better use of two blackboards, which is convenient for students to watch. Each group is self-contained and relatively independent, and each group is self-contained, with a group form, a group feeling and a group scope. At the same time, there is a distance between groups, which is easy for students to walk around and communicate. Each group should be based on the excellent and the poor, and the boys and girls should be reasonably matched and evenly distributed. The specific position sitting method is that two poor students face each other in the middle, and two excellent students and two middle students sit diagonally. In this way, one gives two poor students a sense of similarity and closeness, while reducing the sense of distance, hierarchy and inferiority. Second, give poor students surrounded warmth and help around. Third, give excellent middle school students opportunities for cooperation and improvement. Each group shall appoint a leader with good performance, strong sense of responsibility and management ability to manage all the affairs of the group. Give the group a sense of independence, responsibility and honor, instead of following the crowd. Each group determines the group name, training and slogan. It is convenient for evaluation, management and communication. The members of each group can be adjusted and reorganized after regular assessment. In the future, when the time is ripe, the group leader can be elected within the group, and the three types of students can be classified and grouped freely.