- View of the

 Tianyuan District, Zhuzhou City, Hunan Province, where acres of primary paper crane

May Luoyang peony bloom, Ash fragrance. The ancient capital of nine dynasties bathed in sunshine and flowers, I once again had the honor to participate in the primary school mathematics teaching a seminar event. Participated in the demonstration because the first two exchanges, well aware of the activities of a minority will be two years of extraordinary significance, it is not only to deepen the provinces show the results of curriculum reform, but also a platform for leading experts and scholars. This is because of heartfelt reverence and yearning, but also because I am currently participate in a topic - New Curriculum professional development of primary school teachers, so I pointed at the eyes of the provinces in this event taught teachers expect from their classroom, the Learning back, quite touched, by the stupid pen humble tongue, table personal point of view, right when the reflection.

First, the new curriculum in mathematics teacher should have read, the ability to handle materials.

as a teaching carrier, read the textbook is to ensure effective teaching. We want to focus the structural characteristics of materials, presentation, blank and exercise, but also understanding the intent of schedule, and we can not rigidly adhere to materials, to grasp the nature of the case of mathematics flexible materials, and strive to make the maximum effectiveness of teaching of.



materials must first be able to stand above the grasp of teaching system.

This requires that our teachers have good basic skills,UGG boots, have a solid knowledge of mathematical ontology. Stand high and can only see far ahead, we should read the history of mathematics, clearly a number of mathematical knowledge in context, can not teach teaching materials, not just clever than the students of a class. Zheng Zhi, Shandong Teachers teach students, If teachers can not grasp the whole system and structure of mathematical knowledge, do not understand the law of development of mathematics, is certainly difficult to make such a design.



materials to in-depth, clear layout intentions, rational use of material resources.

In general, the preparation of teaching materials are repeated scrutiny by experts and scholars, in particular the adaptation of our teaching materials in the use of resources, but also requires teachers to have a good knowledge of mathematical ontology. Hubei Hua-dimensional teacher We look at materials, themes presented in the next graph, the students concluded that: But the teachers to deal with the content, he concluded into a problem: out, become a As everyone knows, this changed after the subject has a problem, so the students will have to answer, In fact, if we read it again this subject, we will find do not know how to answer. As a teacher, coach who we know is to ask principle of nature, the blind pursuit of formal - the number of objects (a one) into the n-drawer, a ÷ n = m ... ... b, at least one drawer to put a (m +1) of objects . This improper there are several in this class. Such as ... these problems are impossible to answer. It will make a statement, within a triangle? Editor's certainly been pondering on the fact,UGG boots clearance, the material after the exercise, it spots,UGG shoes, such as in Figure 1, the editor is given a conclusion, and then ask students several rings.

Figure 1: Textbook P74 page 2

view of this topic, in-depth teaching, understanding editors intentions, rational use of materials is very important, we should basic skills teachers repeated temper.



to grasp the mathematical essence of flexible materials.

Sometimes, teaching materials will also put some But in teaching, if we invariably In fact, the content of textbooks in the study, while the flexibility to choose teaching methods to properly handle materials. Jilin Panzhi group teachers taught the For the area of understanding the production area unit, the teacher teaching the basic idea in accordance with the design, very smooth. Materials on the Pan teachers design ingenuity. The students to understand the decimeter how much? valuable task: Teachers with the materials is a Zhang Gezi paper, each grid is 1 square centimeter. This clever design is not merely so that every student truly experience the extent of 1 square decimetre, the unit area into the rate of learning but also laid a good foundation.

although because of the time, understanding of is almost certain. This is the essence of flexibility in teaching mathematics to grasp the charm.

Second, the new curriculum in mathematics teachers to understand the child psychology, specifically how children learn mathematics.

If reading materials is also well placed to exploit, then the students read more difficult. In the past, we often through the accumulation of experience to understand the students, their experience of teaching, so that is a problem often realize after some teaching problems, some of the things that do not meet the child's cognitive laws. New curriculum requires teachers to pay attention not only to the accumulation of experience, but also conscious of doing child psychology. That said, some of them profound, in fact, nor is it can not match. For example, we targeted in the lesson preparation before it is necessary to do some empirical research. This is conducive not only to guide teachers, more conducive to children's



human cognitive psychology under the flexible design of teaching process.

we need to study the content of children's understanding of what a foundation is to know, put yourself to assume that children are aware of possible problems and possible scenarios, heard many times lesson, many teachers of Xinjiang's Li Guohui teacher has changed the face of stiff preaching, with full respect for the students based on cognitive psychology and to What are the components from the decimal, the integer part and fractional part of the readings, what is the difference? ... ... Students on the basis of that knowledge, unknowingly entered a new lesson. When the decimal in the form of a clear understanding of the future so, on several fruit prices in Xinjiang, and a little girl's height (1.3 m) to guide students to explore a matter of course what the decimal in the end that so touched the essence of decimal significance. The whole class down, easy flow, this flow is not without thinking of the collision, but the outside to the inside, layers of depth, feeling every step of the arrangements are just right. If the teachers do not know in advance the cognitive basis of students, not the student's cognitive psychology, it is impossible to achieve this effect. Similarly, teachers in Jiangsu Gu Juan This class teachers did not spend the energy to rack their brains a new, surprising, but on the basic procedures of the textbook to student lives, the amount set opposite meaning negative. Curricular, student notation appears several times,



follow the children's awareness of the law, to determine a reasonable target.

children's cognitive things, different from adults. Sometimes, things that adults take for granted that, in the eyes of children may be quite different. If we can not children's cognitive understanding of the law blindly teaching in perspective with adult content, and sometimes there will be Such as Xinjiang, the Teachers to provide students with a 3 cm, 4 cm, 5 cm, 6 cm, 10 cm in five small stick, so that students within the four-member team to explore Wai Wai is not ordinarily get into should be able to determine, but the strange thing is, the classroom, many students can not be around the situation (such as 4 cm, 6 cm, 10 cm) filled in the , the situation can be enclosed by filling in the For the former, the teacher has clearly been expected, teachers also designed the courseware presentation, allow students to understand is that there are some small diameter bars has caused the For the back of the case, the teacher simply put it is classified as not careful, ask students to try again. In fact, why is there such a situation? I do not think is simply not careful. To this end, I'm a live demonstration of a student, I observed the process he put the triangle. He first put one of them (as shown in Figure (1)), and then to random and the first root root end to end (as shown in Figure (2)), when he placed third root, he just thought of the third root is Can the former two to fill the gap left, if you can not fill, he can not spell to judge triangle. (Figure (3))

(1) (2) (3)

so what happens then? Even the three triangles to form themselves into a small bar, but also let the kids do not think it makes up. In fact, even the triangle will be able to spell makes up three triangle is also a small stick . If we understand this before class, the class would not be a simple handle students misjudged.



to teach students the knowledge, but also to infiltration of ideas and methods.

new curriculum that students are learning the subject, but that does not mean that teachers can give them free rein. In fact, the appropriate Mathematics Teachers The observation activities in the Hebei and Shanghai, two teachers are on the Shanghai's Yu Yiling teacher from the The capacity of a large class, time is also a bit tight. Hebei Golden Ho from the real problems with the teacher, the students independently solve the problems in the process of continuously proposed method, identify problems,Discount UGG boots, solve problems, the whole class talk about the It appears that student learning is not bad. After listening to these two classes

, always felt there something more to say, that some issues related to nature of the problem of teachers could not have put that layer of , seems only to solve several specific problems, not let the students get a qualitative leap. Why? Hebei Golden remember what class the teacher, the first a question: length of 100 meters in a small way to plant trees, tree species every five meters, both ends of the plant, how many tree seedlings? Students said the subject's request, they have to do in his book, resulting in a 3 solution, one is 100 ÷ 5 = 20 (trees); the second is 100 ÷ 5 = 20 (trees), 20 +1 = 21 (trees); third is 100 ÷ 5 = 20 (trees), 20 +2 = 22 (trees). Then, teachers guide students to discuss these three cases, and timely to ask students The next two students will be quite some means of dialogue. One student said, I used the 100 ÷ 5 = 20, the last tree did not count, it must add one; another student said: do not count the beginning of the tree, not the last tree was not counted. At this time teachers and two students did not realize the conversation mystery implied in fact, may think that trees do not count in the end which is not important, then take the following processes - give a simple example to find laws. In fact, these two students answer, have the In fact, the process of solving the problem tree planting, as long as the number of master interval tree corresponding relationship between the number of trees, then a pass through a hundred. The first student that the first one did not count, in fact, it is to the back of each interval and the corresponding tree, the second student that did not count the last tree, in fact, it is to the front of each interval and tree mapping. If the teacher prior to grasp the essence of the problem tree planting, when the students appear this the.

Third, the new curriculum in mathematics classroom teachers should show the real skills and courage.

reform of classroom teaching, as the results show, With the further advance of the new curriculum reform, people are simple, real, solid and growing taste for the classroom. Only in this class we feel is necessary to learn and learn them there. In the contest to show the real in the classroom, teachers demanding their professionalism, and teachers not only to grasp the material, prepare students, but also the flexibility to respond to the dynamically generated class. This requires knowledge, also requires courage.



classroom to read the hearts of the students, carefully design issues.

Participation of members from the class level, this Advantage of new curriculum classroom must be Teachers should be done in the classroom as much as possible to show the problems and the flexibility to deal with Jiangxi BI Bo teachers teach, In the a singing, then became a child singing music before they get to You can use in one sentence?

previous hearing of this class, many teachers like to the number can be expressed, but also that the relationship between the number of At first, the teacher asked the students: How old are you? Health A: 11 years old. Teachers ask: what do teachers want to know? +20 11 year old teacher. See the Health 1: know the teacher, 31 years old. Health 2: to know the teacher 20 years older than the students. A seemingly random, as the students a clear relationship between the number of letters were made with good bedding.

If the



classroom teacher is not only the stage, more teachers and students to participate in the park.

math teacher should be various kinds of Only in this way the teacher taught in class will not think there were false in order to learn from real practical teaching methods and strategies. We are also increasingly found more in the open class can show more people to admire their teachers, before the famous masters classes generally do not spend a lot of time If the teachers to open classes as their stage, and the students should be treated as the main supporting role, it is bound to be some illogical illusion. Henan Zhang teacher . For example, when the teacher appears fill in the blank Each student's answers are seemingly on their experience, but are so different from the standard concept a little bit. Because, if this was the correct answer appeared that teachers in the following process can not proceed. In times of high awareness, teachers simply said parallelogram used to know too, and soon the students themselves try to draw high, and then let the students to integrate their own process of painting to talk about what high-high triangle, not to mention it is the cart before the horse kind of programming, students with high what is the triangle do not know how to paint? ! More interesting is that in the majority of students drawn only presents a high after a student actually draw a triangle of three high, can the students are a genius? ! Can not say that Zhang was the intention of fraud, but the pre-transition Behind the link, the consequences of such bad practices are obvious: Students explore the characteristics of the triangle, when saying As long as we recognize that the classroom is the teachers and students to participate in the park, we know that as a lesson on what should be, and the open class is no exception!