Primary And Secondary School Mathematics Teaching Objectives Default And Generated

As the reform deepens further, presupposition objectives and generation objectives which are opposite concepts have been gradually blended into our teaching practice. The traditional classroom teaching emphasizes on presupposition objectives and the teachers who are in the transformation condition of curriculum reform are also doing more precise presupposition objectives. Presupposition objectives to the full is a successful guarantee to classroom teaching. However, with the curriculum reform promoted, it is often encountered that presupposition and teaching deviate. Even some classical presuppositions considered can deviate when they were carried out. To achieve presupposition by instilling all idea into students' minds stresses cognition subjective, but ignores emotional subjective and the subject- ive renewal in the class. The author studied some cases which are derived from the junior middle school and primary school, and talked with teachers, then analyzed the causes. The reasons are mainly that (1) there are still questions in value orientation to the instructional objectives. And teachers overly regard behavior objective but turn a blind eye to generation objective. (2) during presupposing instructional objectives, many problems are excessively consider in the view point of mathematical course, and teachers nearly think how students can accept easily. In fact, the presupposition and the generation are dialectical unity. Presupposition is the basis of generation, and generation is the distillation of presupposition. Only presupposition are elaborate done before teaching, dynamic generation occur in class. As mathematical teachers in the period of teaching reform, we not only give meticulous presupposition about instructional objectives, but pay attention to generation of instructional objectives. And we improve the quality of ourselves and do what we can to carry out the generation of instructional objectives.Based on the study, the author give related suggestions about presupposition and generation in class teaching. Firstly, teachers should carefully presuppose the teaching objectives before class. Secondly, teachers should reinforce the quality .The third teachers should adapt instructional objectives timely in class on the basis of students' feedback and capture useful dynamic resources. I hope that it is helpful to practical teaching work.