Overall mathematics teaching: According to what I learned today, create the future needs

Qingdao Jiaozhou No. 17 Middle School is a rural junior high school located in the urban -rural binding department of Jiaozhou. The school has started teaching reforms from the discipline of mathematics, and establishes a "overall mathematical teaching" system to achieve the ability to teach and research ability and teaching level of mathematics teachers, and the students' independent learning ability and achievements have significantly improved. The reform of mathematics teaching has successfully led to the reform of other discipline teaching. The "overall mathematics teaching" gradually moves towards "overall education", so that the quality of school education has achieved leapfrog development. The number of students has steadily increased. , Institute of popularity. In recent years, dozens of schools across the country have come to visit and study, and have received good social effects.

Based on deep learning: overall design and teaching with global thinking

Classroom teaching needs to be based on the overall design of global thinking, and the knowledge of the knowledge learned by students can have a high migration ability to solve comprehensive problems and improve their interest in learning and initiative. Establishing a knowledge network and connecting different knowledge is an important manifestation of deep learning. Based on these cognition, the school reaches consensus: Teachers should carry out overall teaching with global thinking, so that students have a "panoramic" understanding and grasp of mathematical learning, and enhance the migration of mathematical knowledge and methods learned by students.

The "overall mathematics teaching" reform that emerged at the same time is guided by the overall view and system theory, and the elements of the overall highly organized and managing teaching to help students establish a systematic knowledge system, improve the cognitive experience, improve their thinking ability, and improve their thinking ability. Develop mathematical literacy. Students actively participate in knowledge construction and integration in the process of "overall mathematics teaching", migrate in similar situations, thereby solving non -structured complex problems, and developing high -level thinking in this process.

"Overall Mathematics Teaching" is particularly emphasized that when facing the future, students can create the future needs based on what they have learned today; let teachers teach based on the overall mathematics, and promote students to "see Mu Zhilin" from the beginning. , Establish a good mathematical cognitive structure, form a system of understanding, and enhance the migration power of knowledge and ideological methods.

Develop core literacy: students do complete things and do things in complete

Mathematics teaching should enable students to learn to observe the world with mathematics vision, think about the world with mathematics thinking, and express the world in mathematical language. "Overall mathematics teaching" focuses on the big "Tao" of students 'learning, allows students to experience the complete process of learning, and cultivate students' ability to use scientific methods to do things.

Constructing the main line of mathematical teaching content: Mathematical knowledge and activities are bright lines, knowledge is the basis of teaching, the "shape" of teaching, activity is an important carrier of knowledge learning, and it is a necessary way for students to perceive ideological methods; ideological methods and core literacy It is a dark line, the ideological method is skill, the "god" of teaching, and the main line of literacy is the top lead. Through the analysis of the main line of mathematics content, the fragmented knowledge is structured, which is convenient for students to master the growth and extension of knowledge, open up the student's new and old cognitive system, and make learning the knowledge structure.

Constantly form a teaching implementation model- "Mathematics Guide Map". Establish two methods: "Mathematical Guide Map": "Three Questions of Philosophy" and "E ratio Migration Law". The "Three Questions of Philosophy" is to use the classic "three questions" of philosophy to ask what knowledge is, the origin of knowledge, and the application of knowledge, etc., and build a complete knowledge network structure. The "analog migration method" means that students migrate their existing learning experience to new learning, build a new knowledge system, and maximize the unity of mathematical knowledge and methods. Through the learning of a unit and multiple units through the "Mathematical Guide Map", it provides students with "grasping points" for overall learning.

"Overall Mathematics Teaching" focuses on the discovery, proposal, analysis and solution of the problem, focusing on the occurrence, development and application of knowledge, and paying attention to the past, present, and future of students. This is not only a closed loop for students' mathematics learning, but also a closed loop for students to do things. Students learn mathematics, and to cultivate their ability to do things by solving a complete problem and the complete process of solving problems. When learning is centered on doing things, students do complete things and do things complete, then core literacy will be effectively landed in such a learning.

Realize discipline education: From "overall mathematics teaching" to "overall education"

After more than 10 years of exploration and practice, a "1335" and "overall mathematical teaching" system with a goal, three models, three paths, and five characteristics is built. Operation method. Build a "mathematical tour guide map" based on the main line teaching design model based on the main line of teaching content, condense the formation model of leading unit teaching implementation model, create a "five -collaborative" teaching and research mechanism, and form a system of diversified comprehensive evaluation of mathematics learning. , Teaching and Research islandization, single evaluation, insufficient learning initiative, and fragmentation of content.

"Overall Mathematics Teaching" was initiated from a rural junior high school and then promoted to Qingdao junior high school. It radiates the country through platforms such as more than 30 practical base schools and more than 10 famous teachers studios. Under its influence, various disciplines have carried out overall teaching practice to achieve a leap to "overall education". The results of "overall teaching and teaching" have been used by many schools. In Ningxian County, Guizhou, Yiyuan County in Zibo, Shandong, Aohan Banner in Chifeng in Inner Mongolia, and Cao County, Heze, Shandong, and other rural schools, education assistance is promoted through results promotion, forming an operating model and case suitable for the school's characteristics.

In 2020, Yiyuan County, Zibo, Shandong began to introduce "overall mathematics teaching".President Tang Jiakun said, "'overall mathematics teaching' not only triggered teachers' reflection on mathematics teaching, but also stimulated the endogenous power and research interests of teachers' self -growth. At the same time, students' enthusiasm for learning has continued to improve, but also like mathematics lessons."(Liu Naizhi Jiang Shoufu Wu Libao)

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