My thoughts on the new Chinese language curriculum standards for middle schools

A collection of 6 practical essays on learning experience of the new curriculum standards. After we are inspired by some things, writing experience is a good choice, so that we can improve our writing ability. Are you at a loss to write or have a clue? Below are 6 articles that I compiled on my learning experience of the new curriculum standards. Welcome to read and collect them. Experience on Learning the New Curriculum Standards Part 1 "Chinese Curriculum Standards" uses new teaching concepts to guide teachers to change their teaching ideas, improve teaching behaviors, and actively try curriculum reforms. In practice, I deeply realized that the implementation of the new curriculum has provided a broad world for Chinese teaching, but sometimes there is confusion about how to teach with Chinese documents in hand. The experiential view of the new curriculum helped me get rid of confusion and confusion, and found a new feeling in Chinese teaching. In Chinese teaching, I pay attention to students' experience, actively guide students to participate in the experience, and use "experience" as a clue to optimize Chinese teaching from three aspects. 1. Open classrooms to accumulate experience. Students are the main subjects of learning, and their personal experience is a precious educational resource. Discovering and utilizing students' experience resources gives infinite hope to Chinese teaching. But today's primary school students, while having a wealthy material life, have no better life and practical experience than when Lu Xun was a child and only saw a square courtyard. Some of them are busy dealing with various tutors, some are locked at home to study, and some simply let things go as their parents are busy with work and have no time to take care of them. Neither a closed life nor a laissez-faire life can provide students with rich experiences. The popularization of computers, televisions, and books has opened a window for students to increase their knowledge and understand the world. At the same time, it has closed another window for them to experience real life and accumulate experience. Open classrooms and participation in practice allow students to experience rich and colorful life physically and mentally and accumulate a variety of experiences. "Big Eyes for Life" and "Discovering Little Stars" are activities that students like. Every day, students believe they can discover and are encouraged to make discoveries. They walk into life, observing with their eyes, listening with their ears, and feeling with their hearts. During the activities, students deeply felt the magic of nature, the joy of harmonious communication between people, and the rapid changes in their hometown. The "Believe in myself, I can do it" practical experience activity guides students to practice with their hands, communicate with words, love life, and learn to be the little masters of life happily. The "A few words, let's chat" before the Chinese class provides students with a space to talk freely and communicate with each other. Students transfer information, develop language, and gain confidence in chat. Open the classroom and participate in practical activities, allowing students to step out of the classroom, purposefully and consciously experience various experiences, supplement the accumulated experience, form a unique self-feeling, meet different learning needs, and cultivate students to pay attention to life, love life, Positive and enterprising consciousness. At the same time, a green shade is provided between the classroom and extracurriculars, and rich experiences optimize classroom learning; the skills acquired in classroom learning make students more capable of experiencing new experiences in life. Classroom and extracurricular learning experiences are consistent and complementary to each other. 2. Learning text generation experience. Students' self-experience is a starting point in classroom teaching, but we cannot just stay at this starting point. By participating in the classroom learning process, students have conversations with texts, teachers, and classmates, which stimulate new experiences in the dialogue, enhance their enthusiasm for learning Chinese, improve their Chinese literacy, and gain aesthetic taste. 3. Towards life development experience. Classroom learning behavior helps students stimulate and generate a variety of experiences, but education is ultimately to promote human development, to let students’ experiences live in and out of the classroom, originate from Chinese teaching and go to life, and allow students to bring with them the ideas activated in the classroom. The experience comes into their own real life and extends to a new round of rich and colorful practical experience, which is conducive to students' personality, development of quality, and attempts to seek truth, goodness, and beauty in life. The experience concept of the new curriculum allows me to really pay attention to students' experience when teaching Chinese and guide students to actively participate in the experience. Through experiential teaching, the four factors of life, text, teachers and students are organically integrated, which not only gives new vitality to Chinese teaching, but also strengthens the construction of Chinese courses and effectively develops Chinese course teaching. Experience on Learning the New Curriculum Standards Part 2 Primary school music class is an important field of humanities. With the implementation of the new curriculum and the deepening of curriculum reform, some traditional teaching ideas, teaching methods, and teaching experiences are facing serious challenges. With the deepening of the new curriculum reform, teachers began to pay attention to the democratic opening of the classroom and the establishment of students' dominant position.

Teaching activities take students as the main body, creating an environment for students to freely imagine and create, and always keep students excited about learning. There are new and welcome changes in music education. Let me talk about some of my experiences in learning the new music curriculum standards. 1. Change perspective. The new textbooks are based on the students' reality, absorbing novel music scenes in real life, and constructing rich teaching forms. The textbooks bring together a lot of new information and new ideas. The new teaching materials also design vivid scenarios for students to create music, such as "the strength of the sound", "the length of the sound", etc. Teachers should use the scenarios created in the teaching materials to let students experience the feelings. For example, the lesson "Strength and Weakness of Sound" is presented in the form of a musical story. It first introduces the sounds of animals, then uses the sounds of nature to introduce life to music, starting from life and ending with life. This kind of class integrates music education into activities, allowing students to feel, appreciate, and perform music in enjoyable games. When teaching, teachers should try their best to involve students and put themselves in specific situations. 2. Change learning methods. In the period of educational reform, music educators should be student-oriented, understand the psychological needs of students from the perspective of primary school students, reform traditional singing classes, music knowledge teaching classes, and ideological and moral education classes, and use teaching materials creatively and flexibly. , transform from a knowledge imparter and instiller to an organizer, guide, helper or promoter of students' active learning, guiding students to pay attention to society, life, the development and changes of modern science and technology, independent inquiry, cooperative learning, and establishment of New ways of learning. Advocate experience, imitation, inquiry, cooperation and comprehensive learning, emphasize the dominant position of students in teaching activities, create a teaching environment that facilitates communication between teachers and students, and establish an equal and mutually supportive teacher-student relationship. All this aims to change the past one-way indoctrination teaching model and inspire students to learn actively with an interest in inquiry through personal experience or actual imitation. 3. Change the focus of teaching. 1. Enrich emotional experience and cultivate performance skills. For example, in a singing-based class, not only does the teacher teach a sentence and the students sing a sentence, students can also choose to sing songs independently and have the opportunity to perform in public. Sing to the Lord. Instrumental performance emphasizes students’ fun of experience, participation, and exploration. The selection of listening and appreciation class repertoire should provide students with the possibility of multiple listening, repeated listening, and comparative listening. In addition, a novel form of teaching activities has appeared in the new textbooks. Reflections on the New Curriculum Standards Learning Chapter 3. The "Chinese Curriculum Standards" have been systematically reviewed in terms of curriculum objectives and content, teaching concepts and learning methods, and evaluation purposes and methods. Be bold and change. It absorbs the latest achievements of modern curriculum theory and has a further understanding of the nature and characteristics of Chinese courses. New ideas require courageous and innovative people to implement them. It is calling for a new generation of famous teachers who can accurately interpret the concept of curriculum standards and perfectly implement the curriculum standards with new teaching methods. Students are the masters of Chinese language learning. Chinese teaching should stimulate students' interest in learning, focus on cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences, and encourage students to choose a learning method that suits them. Moreover, the development of students' physical, psychological and language abilities has stage characteristics, and the teaching of different contents also has its own rules. Therefore, Chinese curriculum standards require the adoption of appropriate teaching strategies based on the characteristics of students at different learning stages and different teaching content. For example, the requirements for literacy and writing are different. Grades 1-2 are required to read more and write less. At the same time, we make full use of children's life experience, focus on teaching literacy methods, and strive to combine literacy with application. Reading teaching is a process of dialogue between students, teachers, and texts. Reading is a student's individualized behavior, and teachers' analysis should not replace students' reading practice. Students’ unique feelings, experiences, and understandings should be valued. The focus of reading teaching is to cultivate students' abilities to feel, understand, appreciate and evaluate. The cultivation of this kind of comprehensive ability can be focused on at each stage of schooling, but they should not be separated mechanically. Promote multi-angle and creative reading, and use reading anticipation, reading reflection and criticism to expand thinking space and improve reading quality. Oral communication skills should cultivate students' ability to listen, express and respond, so that students have the literacy to conduct interpersonal communication in a civilized and harmonious manner. Teachers should strive to choose topics that are close to life, organize teaching in a flexible format, and do not need to teach too much oral communication knowledge. Comprehensive learning should emphasize the spirit of cooperation and pay attention to cultivating students' abilities in planning, organization, coordination and implementation.

Highlight autonomy and value students' active participation spirit. Students mainly design and organize activities by themselves, with special emphasis on the process of exploration and research. Promote cross-field learning and combine it with other courses. I think that in grasping the new curriculum evaluation standards, one thing deserves the most attention, and that is: Chinese curriculum evaluation must be based on the Chinese literacy that modern society requires students to have. In other words, our evaluation must be recognized by society and must be recognized by the society. When our students enter the society and people in the society say "this person has good Chinese literacy", there is no problem in our evaluation. What kind of language talents does modern society need? Good calligraphy and a good article are still needed by modern society. In addition to these two points, modern society requires citizens to have certain oral communication skills and the ability to use modern technology to search and process information. Based on these considerations, you can It is found that the current evaluation does not evaluate students' oral communication level well, nor does it evaluate students' writing ability well, nor does it evaluate students' practical ability to carry out Chinese activities well. Since modern society needs these abilities, we will Evaluation work in this area should be done well. Reflections on Learning the New Curriculum Standards Part 4: I calmed down and read the new curriculum standards carefully again, and felt deeply. As a front-line primary school Chinese teacher, my biggest feeling is that the teaching goals have become clearer. As far as the Chinese subject is concerned, the original Chinese teaching syllabus has two bad tendencies in terms of teaching objectives: one is to overemphasize the ideological nature; the other is to overemphasize the literary nature. After talking endlessly in a class, in the end, students will have little effect in cultivating their Chinese language ability. The new curriculum standards clearly put forward the need to cultivate students' Chinese ability. First, they advocate the realization of subjectivity in teaching, and second, they emphasize the development of students' individual strengths. The new curriculum standards require the comprehensive improvement of students' Chinese literacy, require students to expand their knowledge, require teacher-student interaction in classroom teaching, etc. Based on the new Chinese language proficiency practice system, I will be committed to improving students' comprehensive Chinese quality and promoting the presentation of Chinese courses. changes in the way students learn. For primary school Chinese teaching, it is necessary to change both the teaching method and the learning method, and cultivate and form a learning method of "autonomy, cooperation, and inquiry". In these two changes, the change in the teaching method is the main contradiction. Once the way of learning changes, the way of learning also changes. The change in the way of learning can be rationally presented in the classroom, proving the change in the way of teaching and the true establishment of teachers' new ideas. Combine the study of curriculum standards with the research on teaching materials and teaching methods; study new teaching materials, understand and master them, and make good use of new teaching materials; pay attention to teaching reflection, personal research and collection. In teaching practice, I will strive to break the traditional closed, single-item, mechanical teaching model. I will mainly adopt the following practices: 1. Seriously study the new curriculum standards, deeply understand the spiritual essence of the Chinese Curriculum Standards, and effectively change concepts. Overcome the past erroneous tendencies of neglecting students' dominant position in Chinese teaching, neglecting the cultivation of humanistic and scientific spirits, and over-pursuing subject knowledge systems, truly establishing a new concept of Chinese education, and comprehensively improving students' overall Chinese language skills through the completion of teaching tasks. Literacy, focusing on improving students' language practice ability, actively advocating and promoting learning methods for students' active development, broadening the areas of learning and application, focusing on connecting with life, interdisciplinary learning and inquiry-based learning, so that students can obtain the lifelong skills required by modern society Useful language skills. 2. I will also grasp the experimental textbook as a whole, clarify its writing intention and system characteristics, clarify the intrinsic relationship between the textbook and the curriculum standards, and each tutorial in the textbook, and clarify the intention and focus of various editing and design of the textbook. , to accurately set the focus of teaching in lesson preparation and teaching activities, find the foothold to achieve the curriculum objectives proposed by the curriculum standards, and effectively implement Chinese teaching.

3. On the basis of accurately grasping the textbook editing ideas, starting from the local reality of the class and the school, according to the age characteristics of the students and different teaching contents, creatively and flexibly select and use various textbook designs, and adopt appropriate teaching strategies, Implement reading, writing, listening, speaking and comprehensive practical activities; vigorously improve classroom teaching and advocate heuristic and discussion-based teaching; actively develop classroom learning resources and extracurricular learning resources, communicate inside and outside the classroom, communicate with parallel subjects, and creatively carry out various activities , increase students' opportunities for Chinese language practice, allow students to enrich language accumulation in practice, master learning methods, improve basic skills, accept influence, develop good study habits, and lay a solid Chinese foundation; encourage students to use various means to expand reading In this regard, we should enhance students' awareness of using Chinese in all occasions, actively participate in various curriculum reform activities, and promote the overall improvement of students' Chinese literacy. A new round of reform centered on curriculum and teaching materials is gradually unfolding, which has brought vitality to primary school Chinese teaching, and of course also brought challenges. I think the first step is to transform from simply imparting knowledge to goal integration and promote the humanistic spirit. The integration of goals is specifically reflected in: a holistic view of Chinese teaching content, which must adhere to the overall education of knowledge transfer, skill training and intellectual development; a holistic view of Chinese teaching methods, which must adhere to comprehensive training in reading, writing, listening and speaking, and handle teaching well. The dialectical relationship with learning, teaching and practice, and learning and application; the holistic view in the Chinese teaching process must adhere to the combination of learning and application, the unity of knowledge and practice, and the continuous transfer of knowledge and ability. Another point of experience is that the new curriculum standards still attach great importance to the learning and mastering of basic Chinese knowledge. The new curriculum standards not only have specific requirements for basic Chinese knowledge, but also have quantitative standards. I think there is one point that deserves the most attention in grasping the new curriculum evaluation standards, and that is: Chinese curriculum evaluation must be based on the Chinese literacy that modern society requires students to possess. In other words, our evaluation must be recognized by society. When our students enter the society and people in the society say "this person has good Chinese literacy", there will be no problem with our evaluation. What kind of language talents does modern society need? Good handwriting and a good article are still needed by modern society. In addition to these two points, modern society requires a citizen to have certain oral communication skills and the use of modern technology to search and process. information capabilities. Based on these considerations, it can be found that the current evaluation does not evaluate students' oral communication level well, nor does it evaluate students' writing ability well, nor does it evaluate students' practical ability to carry out Chinese activities well. Since modern society needs these abilities, we should do a good job in evaluation in this area. Reflections on Learning the New Curriculum Standards Part 5 The new 20xx junior high school biology curriculum standards once again emphasize the basic concepts of biology courses: facing all students, improving biological literacy, and cultivating inquiry abilities. In view of these concepts, combined with the teaching reality of our school and the characteristics of students, I believe that in teaching practice, we should start from the following aspects and strive to change the existing classroom teaching model. First, attach importance to students' personality development and focus on the cultivation of humanistic spirit and emotional attitudes and values. Biology teaching requires bold reform of the traditional classroom teaching model, advocating and actively practicing heuristic, discussion-based, cooperative and inquiry-based teaching, and strengthening biology teaching. Experimental teaching actively uses multimedia-assisted teaching such as computer networks to integrate biology and information technology to make the classroom atmosphere active and interactive. At the same time, we pay attention to individual tutoring for students, so that each student can truly become the master of learning and promote their personality development. The new curriculum standards and new textbooks well reflect the above spirit. The course emphasizes the effectiveness of classroom teaching and the penetration into students' cognitive world. By participating in the learning process, students can gain profound experience in all aspects of seeing, listening, speaking, hearing and thinking. The classroom is not only a palace of subject knowledge, but also a temple of human nature, a stage for students to grow, and a sky for students to display their creativity and imagination. With the cognitive process, learning interest, enthusiasm, and motivation strengthened, the inner The experience and spiritual world are enriched. With personal experience, learning attitude and responsibility, and understanding of personal value, further development is possible. Students under the guidance of the new curriculum should not "only have eyes for themselves", but should care for others and learn to respect and be considerate of others through contact, exchange and communication with others. The new curriculum standards require that teaching should be based on entertainment, teaching should be based on emotion, touching people with emotion, and touching people with emotion. Second, advocate "open" teaching and change the original learning method. The informatization of education has made the sharing of educational resources a reality. Computer networks, as an effective way to spread knowledge, are being used like never before.

The new curriculum standards and new textbooks appropriately introduce cooperative teaching, increase the interaction and cooperation between students and teachers and students, and realize the openness of the biology classroom. In this open classroom, students learn Cooperate with each other and learn how to obtain information and the ability to process information in communicating with others. This has a subtle effect on cultivating students' open minds. The new curriculum standards require students to change from passive, mechanical, and rigid learning methods to active, cooperative, and inquiry-based learning methods. From the past "you want me to learn" to "I want to learn". The key to how to achieve this transformation is whether the classroom can truly be handed over to the students as the main body. The teacher is no longer the master, ruler, or speaker of the classroom, but the guide, organizer, and collaborator of the students. Third, implement experimental teaching and cultivate the ability to apply what you learn to solve life problems. Experiments require cultivating students' ability to actively participate and cooperate in inquiry. They should not only pay attention to the results of the experiment, but also pay attention to the process of the experiment. Students are required to learn by doing and learn by doing. Do. This is also an important part of the new curriculum evaluation. Students are encouraged to prepare experimental materials and equipment themselves. The process of student preparation is the process of learning, thinking, and analysis. Traditional teaching often only pays attention to the acquisition of knowledge, but does not pay enough attention to the process of acquiring knowledge and the application of knowledge after acquisition. This results in a learning situation of rote memorization and mechanical memory. The knowledge learned is dead knowledge and cannot be put into practice. In today's classroom, whether students ask questions or teachers and students work together to learn, it is inseparable from solving practical problems and applying what they have learned, so that students can realize the importance of biological knowledge from the actual life around them. Fourth, focus on the process evaluation of classroom teaching. Students are proactive in learning. Traditional teaching only focuses on final evaluations such as final exams and entrance exams, and ignores process evaluation. This causes students to despise the learning process and only pay attention to learning results, learning initiative and Cooperation is poor. The evaluation after the curriculum reform is implemented in every class, regardless of the students' questions, answers, collection of information, experiments, etc. This greatly stimulates students' learning motivation and improves every aspect of the class. They are all very serious and dedicated, which strengthens the learning process and indirectly affects the learning results, so that students' various skills and abilities can be extensively cultivated and improved. In short, the new curriculum is student-centered and activity-centered, allowing students to learn to cooperate and learn to explore in activities. The new curriculum will be innovation-centered, focusing on the cultivation of students' innovative abilities, stimulating students' desire to create, and the courage to innovate. Teachers must take the lead in implementing the new curriculum reform. The high school is a teacher and the high school is a model. In daily education and teaching, teachers must constantly recharge, learn new knowledge, improve themselves, implement the guiding ideology of the new curriculum standards, update concepts, improve teaching methods, and strive to become a qualified, Mature biology teacher. Insights on Learning the New Curriculum Standards Chapter 6: Studying the "New Curriculum Standards for Primary School Mathematics" made me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, thereby cultivating students' desire for lifelong learning. and abilities, allowing students to enjoy "Happy Mathematics". 1. Change "preparing teaching materials" to "preparing students". The teacher's lesson preparation should explore how students learn and determine different learning goals according to different content; students of different grades should be guided on how to preview, listen to lectures, take notes, and do review , do homework, etc.; consideration should be given to the cultivation of observation ability, imagination ability, thinking ability, reasoning ability and summary ability. The level of a teacher's teaching level is not only reflected in his imparting knowledge, but also mainly reflected in his cultivation of students' learning ability. 2. Change "following the lesson plan" into "generative classroom". When the initiative and enthusiasm of teachers and students are fully exerted, the actual educational process is far more vivid, lively and rich than the predetermined and planned process. Teachers must make good use of immediate generative factors and show their flexible teaching wit, and cannot lead students by the nose and "follow the lesson plan." To promote the dynamic generation of classroom teaching, teachers must create a democratic and harmonious classroom teaching atmosphere. Teachers must truly establish a democratic relationship of equality of personality and sincere cooperation in teaching. At the same time, teachers should attach great importance to students’ words and deeds. On the platform of teaching and learning, we should achieve mutual benefit in teaching, teach based on learning, and establish the awareness of seizing teaching opportunities at any time. This will surely make our classroom teaching more lively, interesting, and full of content. Vitality can also show the infinite charm of teachers.

3. Change "authoritative teaching" to "collaborative discussion". The new curriculum advocates the establishment of a learning method of independent cooperative inquiry, which puts forward strong requirements for changes in the functions and roles of our teachers. Therefore, the functions of teachers are no longer just to convey information. , discipline, and education, but more to inspire, help, and advise; the relationship between teachers and students is no longer based on knowledge transfer, but on emotional exchange; the role of teachers is no longer to fill up the warehouse , but to light the torch. 4. Change "teachers say" to "students say more." During teaching, teachers should encourage and guide students to understand mathematical concepts or make simple judgments and reasoning through quantitative relationships based on perceptual materials, so as to master the most basic knowledge. Expressing this thinking process in language will help promptly correct defects in the students' thinking process, and it will also have guiding significance for the whole class. Teachers can organize students to teach according to the characteristics of the teaching materials. Teachers should not only understand the results of what students say, but also pay attention to the quality of what students say. If this persists, it will help cultivate students' logical thinking ability. According to the age characteristics of primary school students, a good mathematics class should fully mobilize students' various senses and improve students' interest in learning, instead of burying students in more and more worksheets. In mathematics classes, teachers should guide students to use both hands and mouth, and supplement it with other teaching methods. This will help optimize the classroom atmosphere, improve classroom teaching effects, and will inevitably help improve the quality of teaching. In short, facing the challenges of the new curriculum reform, we must change our educational concepts, use more brains, think of more ways, and closely connect mathematics with real life, so that students can proceed from life experience and objective facts in the process of studying real problems. Do mathematics, understand mathematics and develop mathematics so that students can enjoy "happy mathematics". Studying the "New Curriculum Standards for Primary School Mathematics" again this year made me realize that teaching should not only strengthen students' basic learning, but also improve students' developmental learning and creative learning, so as to cultivate students' desire and ability for lifelong learning and let students enjoy "Happy Mathematics". Therefore, through re-study of the new curriculum standards, I have the following understandings: 1. Lesson preparation: changing "preparing teaching materials" to "preparing students". Teachers have many methods to prepare teaching and few learning methods to prepare students during the lesson preparation process. The teacher noticed that he or she must have good language expression skills (for example, the language should be concise, accurate, vivid, etc.), that the experimental operations should be standardized and proficient, and that the written expression should be written in an orderly manner (for example, the blackboard writing should be written in an orderly manner, and the illustrations should be clear and neat). etc.), also pay attention to the organization and management of students, but do not consider enough about students' learning. The teacher's lesson preparation should explore how students learn and determine different learning goals based on different content; students of different grades should be guided on how to preview, listen to lectures, take notes, do review, do homework, etc.; and should take into account observation skills, imagination, etc. Cultivation of ability, thinking ability, reasoning ability and summarizing ability. The level of a teacher's teaching level is not only reflected in his imparting knowledge, but also mainly reflected in his cultivation of students' learning ability. 2. Class: Changing "following the lesson plan" into "generative classroom" The teaching process is a dynamic and dynamic process with great changes and development. There are bound to be many unexpected factors. Even if the teacher fully considers the academic situation, there are still "unable to When a "predictive" scenario occurs, especially when the initiative and enthusiasm of teachers and students are fully exerted, the actual educational process is far more vivid, lively and rich than the predetermined and planned process. Teachers should make good use of pre-class previews to allow students to enter the classroom with questions and show their flexible teaching acumen. They should not lead students by the nose and "follow the lesson plan". To promote the dynamic generation of classroom teaching, teachers must create a democratic and harmonious classroom teaching atmosphere. If our classroom is still a teacher's dignity, and the teacher does not answer the questions raised by the students, ignores them, or immediately becomes unhappy or impatient, then the students' enthusiasm for learning will be greatly reduced. Therefore, in order to make our classroom full of life, the teacher-student relationship must be open, and teachers must truly establish a democratic relationship of equality of personality and sincere cooperation in teaching. At the same time, teachers should attach great importance to students’ words and deeds. On the platform of teaching and learning, we should achieve mutual benefit in teaching, teach based on learning, and establish the awareness of seizing teaching opportunities at any time. This will surely make our classroom teaching more lively, interesting, and full of content. Vitality can also show the infinite charm of teachers. Pay attention to openness when asking questions in class. For open-ended questions, there is no unified thinking model and ready-made answers. Students' answers are entirely based on their own understanding. The answer must be colorful, which can be used as a teaching resource for our teachers. The teacher gives affirmation or guidance based on these answers, so that the students' ideological understanding can be improved through the teacher's affirmation or guidance.

To promote the dynamic generation of classroom teaching, we must also give full play to teachers' teaching wisdom. Teachers' superb grasp of the educational process is their grasp of this dynamic generation. 3. Change "teacher teaching" to "cooperative inquiry". The new curriculum advocates the establishment of a learning method of independent cooperative inquiry, which puts forward strong requirements for changes in the functions and roles of our teachers, that is, the traditional condescending teacher status is required to be replaced in classroom teaching. Gradually disappear, and be replaced by teachers standing among students, talking and communicating with students on an equal footing; the dullness and seriousness of teaching activities controlled by teachers in the past will be broken, and replaced by teachers and students interacting, interacting, and developing together Sincerity and passion. Therefore, teachers’ functions are no longer just to transmit, instruct, and educate, but to inspire, help, and advise; the relationship between teachers and students is no longer based on knowledge transmission, but on emotional exchange; The role of teachers is no longer to fill the warehouse, but to light the torch. The inspiration for students' learning does not arise from silent deep thoughts, but mostly comes from active speeches and mutual debates. The main role of students is suppressed, and their original learning inspiration sometimes disappears. 4. Change "teachers say" to "students say more." In teaching, teachers should encourage and guide students to understand mathematical concepts or make simple judgments and reasoning through quantitative relationships based on perceptual materials, so as to master the most basic knowledge. Expressing this thinking process in language will help promptly correct defects in the students' thinking process, and it will also have guiding significance for the whole class. Teachers can organize students to teach according to the characteristics of the teaching materials. In teaching, some teachers are only satisfied with students saying yes or no, or how much. As for whether the speech is complete and the order of speech, teachers do not pay much attention to it. This is not conducive to the cultivation of students' thinking ability. Mathematics teachers should encourage and guide students to express their opinions and describe their thinking processes in an orderly manner, and allow as many students as possible the opportunity to speak. Teachers should not only understand the results of students' statements, but also pay attention to the quality of students' statements, so that Perseverance will help cultivate students' logical thinking ability. According to the age characteristics of primary school students, a good mathematics class should fully mobilize students' various senses and improve students' interest in learning, instead of burying students in more and more worksheets. For example, oral arithmetic is no longer worthy of its name. Most of it is replaced by written arithmetic, and students cannot do it verbally. In fact, many teachers have created many good methods of oral arithmetic in the past, especially in lower grade teaching. They incorporate teaching into games and entertainment, which activates the classroom atmosphere and mobilizes students' enthusiasm for learning. This can also be done with other teaching materials. We cannot turn mathematics classes into boring classes that make students bored. In mathematics classes, teachers should guide students to use both hands and mouth, and supplement it with other teaching methods. This will help optimize the classroom atmosphere, improve classroom teaching effects, and will certainly help improve the quality of teaching. In short, facing the challenges of the new curriculum reform, we must change our educational concepts, use more brains, think of more ways, and close the connection between mathematics and real life, so that students can start from life experience and objective facts and do something in the process of studying real problems. Mathematics, understanding mathematics and developing mathematics, allowing students to enjoy "happy mathematics".