(5) In the teaching process, "teach less and learn more" emphasizes "teaching based on learning and teaching in accordance with learning." This teaching process has changed the starting point of teaching, that is, the starting point of teaching has shifted from teachers and teaching materials to students, specifically to students' cognition and academic conditions, and to pay attention to students' teaching needs. Teachers adjust and select teaching content and teaching methods in a timely manner on the basis of understanding students' academic situation. In this way, teaching work and learning activities form an organic teaching relationship, which also makes teachers' teaching more targeted.
(6) In terms of teaching content, "less teaching, more learning" highlights the exploratory, problem-oriented and life-oriented nature of the teaching content. "Teach less and learn more" requires changing the previous concept of focusing on the quantity of teaching content, downplaying the systematic nature of knowledge, and carefully designing teaching content so that students have a wider space and time to absorb the necessary knowledge in the process of raising and solving problems. Teachers design teaching content based on the principles of "exploration, problem-based, and life-oriented" to help students have a deep "dialogue" with the teaching content.
2. Always implement the idea and teaching model of teaching less and learning more in primary school mathematics classrooms.
(1) The innovation of teaching less and learning more is that the highest state of education is "not seeing oneself". The change in the concept of teachers has also changed from "trackers" to "shepherds"; "throwing rice seedlings" has become better than "planting rice seedlings". Then, in the teaching design of primary school mathematics, in order to fully reflect the change in teachers' outlook, when designing teaching, the content that needs to be explained can be transformed into a problem format, and children can be let go to study and explore.
Classroom example: The teaching training was given by teacher Qian Shouwang. The main content was Beijing Normal University version of fourth grade mathematics "Speed, Distance and Time". When explaining the unit of speed, he designed it like this: Exercise 1) American sprinter Powell's 100-meter time is 10 seconds. How much does he run per second on average? 2) A snail crawls for 3 hours and can run 30 meters. How much does it crawl per hour on average? The teaching model he adopted was to first let the students calculate. After the calculation, the students found that the results of the two questions were both 10 meters. At this time, Teacher Qian asked Powell and the snail's speeds were both 10 meters. Does the 10 meters mean the same thing? Is it appropriate? Do you have a better way to express it? A few simple questions aroused students' thinking and research, and finally students mastered the knowledge point through their own abilities.
(2) The characteristic of teaching less and learning more is whether there is learning first; whether there is effective group cooperative learning. In the construction of study groups, the following issues should be paid attention to: 1) group construction; 2) training of group leaders; 3) formulation of intra-group conventions; 4) evaluation. Do not evaluate a child individually but as a group.
The benefits of establishing a study group are 1) giving each student a chance to show off and feeling the fun of “learning first”; 2) training students’ abilities from different aspects and cultivating students’ sense of cooperation .
Teaching design: For example, when teaching the lesson "Doing Housework" in the second-grade mathematics volume of the Beijing Normal University edition, the group learning model can be used. The teaching content of this lesson is the multiplication formula of 2. Since students have already learned the multiplication formula of 5 before, they can adopt a group learning method when writing the multiplication formula of 2.
3. How to achieve "less teaching, more learning, interactive teaching"
1. Teachers must establish correct teaching concepts.
Teachers should establish correct teaching concepts, clarify the dominant position of students in learning, actively guide students to learn independently, coordinate with students' learning progress, and plan teaching goals. All teaching activities should be to enable students to learn independently. Better learning.
2. Teach students correct learning methods and cultivate their ability to think about problems.
Having a correct learning method can achieve twice the result with half the effort. In the process of teaching, teachers must first teach students how to learn. For example, how to preview before class, check the required information, how to ensure the quality and effectiveness of lectures in class, and what issues should be paid attention to in after-class review. Teachers' teaching time in the classroom is limited, so it is very important for students to master a good learning method and improve their ability to learn independently.
3. Insist on allowing students to learn independently and ensure students have independent learning time inside and outside class.
The primary school learning stage is a critical stage for cultivating study habits. At this time, students have a certain degree of independent thinking ability and creativity in dealing with problems. As a teacher, we must fully trust the inherent potential of students, boldly hand over the initiative of learning to students, weaken the position of teachers themselves in the teaching process, and strive to transform into a leader. Teachers' teaching should be based on students' independent learning, making teaching a way to promote and consolidate students' learning effects.
4. Adhere to people-oriented and teach students in accordance with their aptitude.
Each student has his or her own unique side, and one should not adopt a general approach to educating students. Teachers should pay attention to layered teaching during the teaching process, treat different students, and adopt different teaching methods so that students' weaknesses and defects can be strengthened and improved, thereby ensuring the quality of students' learning. Students must fully establish their dominant position in the learning process.
The use of new teaching models has changed the shortcomings and deficiencies of traditional primary school mathematics teaching. Mathematics class is no longer synonymous with boring, making it full of fun and creativity. This highly effective teaching reform experiment is a pioneering initiative for primary and secondary school teachers to actively explore and gradually improve. As a new generation of educators, we should speed up the pace of educational reform, actively participate in the path of educational reform, and make our own contributions to the science and education of the motherland.