Primary Mathematics Teaching Job

The first job? True or False

1, wrong. ? 2 pairs. ? 3, wrong. ? 4, wrong. ?? 5, wrong. 6, right. ? 7, wrong. 8, wrong. 9, 10,

The second job? True or False

1 pair. 2 pairs. 3, right. 4, wrong. 5, right. 6, right. 7, right. 8, right. 9, wrong. 10, right.

The third job? True or False

1 pair. 2 pairs. 3, right. 4, wrong. 5, wrong. 6, right. 7, wrong. 8, wrong. 9, right. 10, wrong.

Fourth job:

Glossary:

1 ,? Course Objectives:

Course objectives are certain stages of education in school curricula to promote the physical and mental development of students to achieve the expected results. Such as language courses target, mathematics curriculum goals.

Course goal is for educational purposes, training objectives embodied in the curriculum.

2 ,? mathematics curriculum:

Mathematics curriculum refers to mathematical knowledge, skills, techniques and issues to achieve the objectives of mathematics curriculum selection, as well as the way they are arranged and presented.

The basic contents of the new mathematics curriculum includes "important mathematical knowledge, basic mathematical thinking and application skills necessary" and so on, it emphasizes from the students' prior life experiences allow students to personally experience the practical problems abstracted into a mathematical model and explain the application process. Compared with the traditional mathematics curriculum, it is more prominent experience with the process, that is, "do the math" and "mathematical."

3, mathematics learning: learning mathematics is mathematics students to gain knowledge, the formation of math skills, develop a thought process activities of various mathematical ability. This kind of thinking is a process of change has active process intended target

4, mathematical: People use mathematical methods to observe the real world, analysis of various specific phenomena, organize and organize, find its own rules, this process is mathematical.

The emergence and development of mathematics itself is a mathematical process, from concept set number of people forming a finger or stones, forming a conceptual graph from measuring, painting, and this is mathematical.

5, cooperative learning: learning organization for the purposes of teaching under the conditions, the opposite of "individual learning."

That students in the group or team in order to accomplish a common task, there is mutual learning clear division of responsibilities.

6, instructional design:

Instructional Design is the study of the teaching system, teaching process and the development of systems methods of teaching programs, teachers to disseminate theory and learning theory-based, viewpoint and method of system theory application, analysis teaching problems and needs, identify goals, design To solve this problem, select the appropriate teaching strategies and instructional media, the formation of teaching programs, evaluate the results of the analysis process and modify the program.

7, evaluation of teaching: Teaching is teaching evaluation as an object, using scientific means to systematically collect, collate and analyze data, so the process of value judgments on the process of teaching and educational results according to certain values ??or teaching objectives

8, a property evaluation: To check the progress in the teaching process of the evaluators, and timely feedback to adjust the teaching process for correcting the evaluation.

9, explain the law: to explain the law is a teaching method teachers use in the classroom oral language, supplemented by face gesture, to impart knowledge to students, delivery of the message.

10, Number Sense:

Number sense is the core concept of the new curriculum of elementary mathematics, understand the concept of number sense, and build number sense in math learning process, a new curriculum emphasis and attention problems.

Number sense is that people with a general understanding of the number of operations to help people make mathematical judgment flexible approach and made useful strategy for solving complex problems. Build number sense, to make people see the world with the eyes of quantifiable means, when it comes to specific problems related to mathematics, naturally, the conscious and mathematics associated with mathematical ideas and methods to deal with resolve.

11. Migration: Migration refers to a study of the impact of another study. It includes not only the transfer of knowledge, as well as motor skills, emotions, attitudes and other aspects of migration in the form of shift.

12, abstract mathematics: abstract mathematical index is derived from the practice of science is abstract things in the real world and the relationship between the number of spaces in the forms and processing methods have abstract characteristics.

Brief title

1 ,? briefly compulsory mathematics curriculum standards in math curriculum determine the overall goal.

The overall objective of compulsory mathematics curriculum

1, to obtain important to adapt to social life and the future of math facts necessary for further development (including mathematical knowledge, experience mathematical activities) as well as the basic mathematical methods and the necessary application skills;

2. Preliminary learn to use mathematical way of thinking to observe, analyze social realities, to solve the problems of everyday life and other subjects in the study, awareness of applied mathematics;

3. Experience Mathematics and natural and human society in close contact, understand the value of mathematics, improve understanding of mathematics and confidence to learn mathematics;

4. Prima facie innovative spirit and practical ability, in terms of general attitudes and emotional capabilities can be fully developed.

In particular and from the "knowledge and skills", "mathematical thinking", "problem solving" and "emotion and attitude" request. Four overall goal is no distinction between them a close contact, contact with each other, mutual integration. Mathematical thinking, problem solving, emotion and attitude development is inseparable from the knowledge and skills of learning; knowledge and skills while learning must be conducive to the implementation of other objectives. To fully implement the objectives and promote overall development of students.

2 ,? Shishu primary school mathematics curriculum of the new system.

According to the acceptability of the degree of difficulty of teaching content and students, content system is divided into first, second and two school segments, belonging to four major fields of study, there are six specific core concepts.

Science two sections: 1 - Grade 3 is a first learning section 4--6 grades second learning section.

Four areas: "Number and Algebra", "Space and Shape", "Statistics and Probability", "practical and comprehensive application."

Six core concepts: "Number Sense" symbol sense "," space concept "," Statistics concept "," application awareness "," reasoning. "

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3 ,? how to understand the process of elementary school mathematics?

A: The teaching process is in the process of being a change in the actual teaching activities, there are various possible changes, except when preparing lessons and teaching activities to try to assess the situation that may arise, prepare contingency measures, flexible design teaching programs outside, do not be limited to the class during the pre-designed plan, to be flexible and creatively implement the teaching according to the classroom situation, in particular, to subtly make the best of a number of special factors classroom appear, using some new methods to collect beyond the expected good results.

In the implementation of the new curriculum's. As the organizer of the classroom teacher, according to changes in the teaching of specific teaching situation, made in line with resourcefulness under the new curriculum standards concept.

Fifth job:

Brief title

1 ,? choice of teaching methods based on what?

Answer: ��, choice of teaching methods based on teaching objectives. ? ��, choice of teaching methods based on the characteristics of students. ��, choice of teaching methods based on different curricula. ��, choice of teaching methods based on the characteristics of teachers. In addition to these four areas, the choice of teaching methods but also consider the school's physical plant conditions and school culture.

2 ,? briefly speaking practice with basic aspects of class.

Answer: ��, the basic training. ��, into new courses. ��, conducted new courses. ��, try to practice. ��, reading textbooks. ��, independent practice.

3 ,? forming strategies outlined the concept of space.

Answer: ��, reproduce life experience. ��, observation activities. ��, operating activities. ��, imagination activities. ��, creative activities.

4 ,? which first teaching strategies and learn to statistics and probability there?

A: (i), pay attention to guide students to participate in the whole process of statistical activities. (Ii), pay attention to guide students to understand simple statistical graphs, charts and statistics in real-world settings. (Iii), if necessary issues concerned, using a suitable method (such as counting, measuring, etc.) during data collection. (Iv), focusing on students' self-exploration and cooperation and exchange, to guide students to ask and answer simple questions based on statistical data in the chart, and can exchange their ideas and companions. (V), pay attention to the links between contact with other fields as well as statistics and probability, students obtain data information from newspapers, magazines, television and other media consciously habits. (Vi), pay attention to guide students in the real, interesting situations, the initial experience of the possibility of occurrence of the event, the size of the possibility of experience, consciously make a simple description of the possibility of some events, and peer and exchange ideas.

Principle 5 ,? brief guide practice and integrated applications.

A: (i) to fully reflect the students' self-learning. (Ii), open learning environment for students. (Iii), to be well-designed teaching activities, pay close attention to the process of activities to ensure the practical effect. (Iv), should pay attention to the process. (V) to encourage innovation.

Which method 6 ,? students mathematics learning assessment?

A: (i) the daily inspection. (Ii), paper and pencil tests. (Iii), performance assessment.

The main content of 7 ,? Stage Theory of Cognitive brief Piaget.

A: Piaget studied human beings, especially the development of children's understanding (cognitive, intellectual and psychological), put forward the theory of cognitive development stage. In Piaget's view, to really understand wisdom, you must be traced back to action. Mathematical thinking, which is essentially an action. Operation is the core concept of his thinking logic analysis system is the main symbol of the division of child cognitive development stage. Accordingly, he put children's cognitive development is divided into four main phases, each representing a completely different way of understanding the world. ��, sensorimotor stage (0 ---- 2 years old). Main action, coordinated activities and feeling, perception and movement activities, belonging to the wisdom of infancy. ��, pre-operation stage (2 --- 7 years old). The emergence of language, symbols, has the appearance of thinking ability, but the lack of plasticity. ��, concrete operational stage (7 --- 11 and 12 years old). The emergence of logical thinking and fragmented plasticity, but generally can only operate on specific things or image. ��, formal operational stage (11, 12 --- 14 and 15 years old). Able to separate form and content in mind, the thinking beyond the perceived image or specific things, logical thinking and abstract proposition operation.

Essay questions

1 ,? reform of the international mathematics curriculum objectives What trend?

A: First, the mathematics curriculum goals are more concerned about human development, focused on improving the quality of students; the second is the target for mathematics curriculum for all students, turned to the public from the elite; the third is mathematics curriculum objectives focus on individual differences of students, rather than the uniform mode ; Fourth Mathematics courses pay more attention to real life and social contact. This is embodied in the following aspects. First, focus on problem solving. Focus on problem-solving, it is a notable feature of the national curriculum goals of mathematics. Second, focus on mathematical applications. Focus on mathematical application is a prominent feature of national mathematics curriculum objectives. Third, pay attention to mathematical communication. In the implementation of education, the importance of communicating has long been not been given due attention, but not only as an important curriculum goals. Fourth, pay attention to mathematical thinking. In many industries today and the future of society, the opportunity to directly use mathematical knowledge of the school not too much, and is not fixed, it is more subject to the influence of mathematical ideas and inspiration, in order to solve real face problem. Fifth, focus on training students' attitudes, feelings and self-confidence. Attitudes, feelings and self-confidence as one of the goals of mathematics, plays a very important role in student learning in mathematics.

2, how to evaluate teaching mathematics?

A: The evaluation of classroom teaching should be mainly on the index following six aspects: ��, students actively participate in learning; to maintain effective interaction between ��, teachers and students, life; ��, learning materials, time and space are fully protected; ��, students forming a true understanding of knowledge; ��, students' ability to reflect self-monitoring and nurtured; ��, students receive a positive emotional experience.

3, how to develop students' number sense?

Number sense is the core concept of the new curriculum of elementary mathematics, understand the concept of number sense, and build number sense in math learning process, a new curriculum emphasis and attention problems.

Number sense is that people with a general understanding of the number of operations to help people make mathematical judgment flexible approach and made useful strategy for solving complex problems. Build number sense, to make people see the world with the eyes of quantifiable means, when it comes to specific problems related to mathematics, naturally, the conscious and mathematics associated with mathematical ideas and methods to deal with resolve.

Number Sense mainly in: understand the meaning of numbers; a variety of methods can be used to represent the number; the number can grasp the relationship between the relative size of specific situations; use numbers to express and exchange of information; can be selected as an appropriate solution to the problem algorithm; it can estimate the result of the operation, and the results of the reasonableness of an explanation.

Number Sense training should start from what areas?

(A) establish the number of sense experience

An important part of the establishment number sense is the concept of the formation of numbers. Forming a concept is not defined the concept of counting mechanical memory, but to truly understand the meaning of numbers, can use a variety of ways to represent numbers, can be used to express and exchange information number.

Integers, decimals, fractions, and a few more abstract concept of thinking is based on image characteristics of pupils, visual-based, evolved from thinking in images to abstract logical thinking, according to the characteristics of this way of thinking, mathematics teaching students to combine practical and life experiences, experience, experience the process of the formation of the concept of focusing on student numbers, to help understand abstract concepts from their familiar environment, build number sense.

In teaching students to pay attention to life experience, the concepts learned in contact with everyday things very familiar with them, to enable students to fully perceive the full experience, coupled with appropriate abstraction, avoid rote, rote.

If the student and the lack of hands-on experience, even if the concept recite, it is difficult to understand the meaning of the concepts expressed, not naturally, consciously find in life concept prototype.

(B) the development of number sense in comparison

In the process of establishing several concepts, students may produce some confusion, it is necessary to compare the relevant concept. In addition, one of several manifestations are able to grasp the sense of the relative size relationship between the number of specific situations, to achieve this goal, we must provide more opportunities for students to compare activity in teaching.

When the number of students have a preliminary experience, to enable students to deepen understanding by comparing the number, size, number of experience, how many different help students perceive large numbers in decimal, and dialectical view of a number, so that the number sense be further developed.

For example, when teaching the significance of the score, ask students to say the score: an apple were divided into 2 parts, one part of which accounts for the fraction of the apple? The basket of apples were divided into 2 parts, one part of which accounted for a fraction of a few of these baskets of apples? Why can use one-half to represent? Compare, these two half-size representation of whether or not the same, and why?

(C) promote the formation of number sense in the expression and exchange

It can be used to express and exchange of information is one of a number of number sense of performance. In the teaching of mathematics to allow more students to express and exchange activities is an effective strategy to achieve this goal.

How can students adequately to express and exchange it? First, the multi-use question and answer method, discussion teaching methods such as; second, more cooperative learning; Third, exercise more written expression, such as writing a diary mathematics.

In short, teachers should be good for students to create problem scenarios, enable students to appreciate the number of expression and communication that can be used to represent and exchange of information, exchange of students in the perception of numbers, expand thinking, enrich their knowledge of numbers, mathematical experience value, so as to promote the formation of number sense.

(Iv) strengthening number sense to solve problems

Important performance and number sense is the ability to select the appropriate algorithm to solve the problem, can estimate the result of the operation, and rationality to explain the results. Form is inseparable from the practical application of number sense, is inseparable from the problem-solving process.

The number of students to enable students to feel more in touch with and understand the real problem, the real problem consciously number of relationships and establish contact. To make the students learn to ask questions from the real situation, ask questions from a complex situation, choose the appropriate solution to the problem, and the operation is reasonable to interpret the results.

Apply knowledge to solve real-life problems, in order to truly understand it, in order to make truly useful mathematical knowledge. In this way, students can use their understanding of numbers to know and understand social life. In turn, the students of the social life of knowledge and understanding will strengthen the formation of number sense.

The number of students to form a sense of gradual, subtle process, must cultivate a sense of the number as a long-term task and unremittingly.

4 Why ,? primary mathematics curriculum to be set "practical and comprehensive application" in this area?

?? (i) strengthen the links internal discipline, in line with students' understanding of the law

Mathematics is a comprehensive reflection of the people in the form of the objective world. In order for different aspects and properties of things were portrayed and described as the science of mathematics such as algebra and geometry as its branches. For a long time, as the mathematics curriculum, but also in accordance with the structure of mathematical knowledge and to organize teaching content, students overall understanding of the objective world of a dismembered into a knowledge element isolated from each other. Set up practice and integrated applications in this area, the algebra, geometry, statistics and probability content interwoven together in the form of presentation, it is important to change the traditional structure of the mathematics curriculum, strengthened its ties inside the mathematics that students can comprehensively organize learning materials, as a whole, comprehensively observe, explore the objective world. This change makes the mathematics curriculum students closer to understanding things, learn the laws of mathematics.

(Ii) to strengthen ties with the mathematics of life, enhance students' experience of mathematics value

Traditional mathematics curriculum to familiarize students with little attention to the real life of the contact, the handling of the application of mathematics always left traces of man-made fabricated, students just some abstract concepts, formulas, theorems and other conclusive knowledge. Practice and Application of Comprehensive attention to realistic background of mathematics, mathematics and people closer to the distance, mathematics and nature, communication links mathematics and life. When students face is closely related to their life experiences problems, learning content will become more vivid, lively. Set the field of integrated practice and applied learning, in favor of cultural value and appreciate the value of mathematics students.

(Iii) help improve students' ability to solve problems

Learn traditional mathematics curriculum, accept mathematical knowledge was identified as the ultimate goal, ignoring the students the ability to apply knowledge to solve practical problems. Practice and integrated applications to solve real, comprehensive, challenging issues as learning tasks so that students self-exploration, cooperation and exchange, through observation, experiment, survey, design and other learning activities, ask questions experiences, clear questions, explore issues , problem-solving process. Set individual practice and application of integrated content, the development of students' ability to solve problems of this goal be implemented, there is a strong role in promoting students sense of innovation and practical ability.

(Iv) is conducive to improve teachers' teaching and students learning styles

Practice and comprehensive application of mathematics content for the integration, improve teaching methods for mathematics teacher has an important role, but also provide students with practical courses channels, and exploratory research study.

5 ,? Shishu primary school "Space and Shape" general requirements of teaching.

In the first study period, students will recognize simple plane geometry and graphics, feel translation, rotation, symmetry phenomenon, learning some of the ways to describe the relative position of the object, a simple measurement campaign to establish initial concept of space.

Thinking first and learn to students in the image, intuitive stage, therefore, in teaching, we should pay attention to the close links knowledge and daily life of the school, allow students to observe events operation, access and intuitive for simple geometry and plane figure experience.

In the second section school, students learn the basic characteristics of the simple plane geometry and graphics, graphics transformation method further study and determine position of an object, the development of the concept of space.

In teaching, we should pay attention to the students to explore issues related to space and graphics in the real world; focus on students through observation, operation, reasoning and other means to gradually recognize the shape of simple geometry and plane figure, size, location, relationship and transformation; emphasis by observe objects, recognize the direction of modeling, design patterns and other activities, students develop the concept of space.

6. Describe the general requirements of primary school "Statistics and Probability" teaching.

In the first method ?? science section, students will have to experience the process of statistical data, learn some simple collection, collation and description data, can answer a few simple questions based on statistical results, initial feelings of uncertainty of events and possibilities.

In teaching, we should focus on examples of daily life means, to enable students to experience the simple statistical process; should focus on intuitive feelings of uncertainty and possibility.

??? In the second study period, the students will experience a simple statistical process data, further study to collect, organize and describe data and make simple judgments based on the results and forecast data analysis; will further appreciate the possibility of the occurrence of an event meaning, and be able to calculate some simple events

Possibility.

In teaching, we should pay attention closely linked what they learn with real life; should focus on the students consciously experience the simple statistical process, make a simple judgment and prediction based on data and communicate; should pay attention to possible in specific situations sexual experience; calculate simple statistics should be avoided.

7, Shishu instructional design main content.

Determine the teaching objectives, teaching content analysis, design teaching situations, design forms and methods of teaching, learning design, preparation of teaching programs, evaluation and adaptation of teaching programs.

(A) to determine the teaching objectives

1. Teaching objectives connotation and denotation 2. 3 determined in accordance with the teaching objectives. 4 to determine the required teaching goals. Teaching methods stated objectives

(B) analysis of teaching content

To the scientific content design, to be accurate as, in line with scientific and standardized, can not have a scientific error. Therefore, we must conduct a comprehensive analysis of the teaching content.

(C) design teaching situation

In the instructional design process, learning environment designed to attract the attention of students, improve student interest, inspire students to think is very important. The creation of real situations will help students get "math students if they apply to life from" psychological feelings, to obtain a positive attitude and values.

Instructional design, we must create learning-related topics, as realistic as possible, help students learn to understand the significance of the subject matter, it is conducive to teaching students to think about situations and positive emotional response.

For example, using real-life objects to understand the numbers and graphics; organize their own stationery by the pen, for their favorite on the class or favorite color, etc. to understand the classification and statistics; male and female students in the class The number of statistics for the number to allow students to ask questions, solve problems and so on.

In addition to the creation of real teaching situations, you can also take advantage of multimedia technology. In short, we want to local conditions, bold innovation.

(D) the form and methods of teaching design

Lively and interesting forms and methods of teaching, mathematics is the key to stimulate students' interest in learning, improve teaching quality. Into new courses, ask questions, do the exercises so students can use like form, such as riddles, stories, sing songs, play games, small contests, mathematics garden party, the realm of mathematics in the hospitals.

(E) the design of learning

Teachers teach not only to design their own way, but also to design the way students learn.

One of the priorities of the new curriculum reform is to make a substantial change in student learning, promote independence, cooperation and explore ways of learning, gradually changing the teacher-centered, classroom-centered and books centered on the situation, so that students under the guidance of teachers actively personalized learning.

(F) the preparation of teaching programs

Teaching program is written design system for the entire process of teaching a lesson made. Write lesson plans before the school is to ensure that teachers have planned, step by step the necessary conditions Shanghao lesson.

Lesson plan consists of four main components:

�� profiles. �� teaching process. �� writing on the blackboard, plate painting design. �� teaching postscript. .

(Vii) teaching program evaluation and modification

In the latter part of instructional design, it is necessary to evaluate the results of the design. Determine the extent of its reach teaching goals based on the results of the trial, and thus the design of the program to be modified so that it continues to improve, optimize teaching.

8, how to better achieve the course objectives emotions and attitudes in primary mathematics teaching?

A: The course objective emotions and attitudes areas: mathematics is able to actively participate in learning activities mathematics curiosity and thirst for knowledge.

One of the main signs of modern educational concepts, emphasize opportunities for students to participate in the self, give students a research, exploration, exhibition space of wisdom to enable students to apply the knowledge to practical experience, solve simple practical problems. . It can be said, whether students actively participate in activities, play with the goal to complete the activities involved in the initiative, creativity, independence, or with a companion measure is an important criterion for a math class success. Therefore, teachers in the design of content, according to the age characteristics of students, as well as the laws of mathematics activities physical and mental development of its own characteristics, and carefully create a harmonious learning environment with a variety of activities to inspire students to explore the depths of the soul that strong desire to make the formation of the internal dynamics of desire to learn, to guide students to actively participate in the initiative.

For example, first grade "Mathematics Paradise" practice lesson, use the "tiger" of the game, the students into the fairy tale world of pleasure, so that students feel math is no longer boring. Teachers painting painted on the playground before class. A tiger crouched down at the exit of a small rabbit, ready to eat it, little rabbit in order to be 1-9 down the mountain to danger, teachers ask someone to have come back when a small white rabbit, a person walking go. Again, understanding after learning graphic knowledge, carry out practical activities, we must first seek the views of students, democratic discussion, according to the student's interests and hobbies, determine the content and form of activity course; then, each design activity among students game, you can use tangram makes up a variety of graphics, you can find out, "Transformers," "Teenage Mutant Ninja Turtles", rifles and other small toys geometry, allow students to arrange the venue, owned props; Finally, the concluding event of the student harvest, selection of the best players activities. Organization completely independent of each program arranged by the students decide, which greatly play the subjectivity of students, to enable students to actively participate in practical activities independently, mobilize the enthusiasm and creativity of students.

In the design of teaching content, teachers should live and things of interest to students are familiar with starting, make full use of student life environment of people and things, the timely creation of context, students with a positive attitude to promote investment in learning, so that students have more opportunities math and understanding of mathematics from things around to allow students to experience mathematical knowledge on the side, life is full of mathematics, understand the practical activities and gain knowledge and application of knowledge, and by way of their own thinking to re-create knowledge, in the process of creating a mathematical experience in the side, feel the fun and value of mathematics, to experience the charm of mathematics, mathematics enhance the awareness and application awareness.

If after studying statistics, teachers organize students to participate in close to their real life the number of poultry and survey number, attended the interest group practice, experience data collection students, organize data, describing the process of analyzing the data, with the painting "��" way to learn information recorded surveys, study represents the objects of the statistics and results with the box, through the "What do you know from Turi" "you find out what" and so on, so that students perceive how the statistical results of a simple comparison and analysis in order to make judgment. In this way, students in the process of undergoing simple statistics, both in statistical concepts, application and sense of innovation, but also to consolidate the knowledge, the development of thinking. Another example is teaching "normalization issues," the application questions, teachers can organize students to investigate some depth to the factory, the whole plant workers to understand the number of products produced within a week; some depth to the store for pricing commodities and so on. When presented with a classroom of students own collection of woven material subject, students feel very cordial, and after students master problem-solving approach normalized word problems, but also according to their surveys and case data compiled normalized application question. Thus, further encourage students to discover math on the side, thereby enhancing the ability to apply mathematics student perspective on practical problems. Production, life, etc. There are a lot of math problems, then as long as we are good at observing, collecting specific material, the practical problems through comprehensive, summary, abstract, designed to clip Mathematics Practice Class, extract the math problems for students allow students to learn knowledge to real life, to serve the real life, so that students will be able to recognize the value of mathematics, to stimulate student interest in learning, stimulate students' curiosity and thirst for knowledge, improve their awareness and flexible use of mathematics ability.

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