Research On Primary Mathematics Teaching Reform Based On Key Competence

In 2014,after the promulgation of the Ministry of Education's "Opinions on Fully Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide-Shuren",deepening the cu rriculum reform and strengthening the cultivation of students' key competence has become a hot to pic of concern in the educational circles.At present,although considerable achievements have been made in the theoretical research of primary school mathematics key competence,it is not optimist ic in the field of practical teaching.The actual execution ability of primary school teachers to imp lement mathematics key competence in teaching still needs to be improved.Of course,the reason for this phenomenon can not be simply attributed to the weak implementation of teachers' subjecti ve wishes,but is the result of the joint efforts of the state,schools,managers,teachers and other teaching reform subjects.Based on the above-mentioned thinking,this study is based on the conce pt of key competence,taking teacher's classroom teaching as the breakthrough point,exploring the actual situation of primary school mathematics teachers' teaching reform,trying to explore the rea sons affecting teachers' teaching of mathematics key competence,and further exploring how to ma ke front-line educators' teaching leap towards the requirements of mathematics key competence.In this study,10 primary school mathematics teachers in S city were selected as the research object.Firstly,this paper defines the basic concepts of relevant issues by using the literature meth od;secondly,it explains the current situation,problems and influencing reasons of the primary sch ool mathematics teaching reform under the key competence concept from the classroom practice le vel by using the questionnaire survey method;thirdly,it conducts in-depth structured interviews wit h some primary school mathematics teachers and comprehensively understands the number of teach ers by using the interview method.Learn some ideas about mathematics teaching under the key co mpetence concept and the key competence concept.Finally,use classroom observation method to s upplement and explain the research questions again.The four research methods complement each o ther and make the research more convincing.Through the investigation,we can see that some teachers can change their teaching ideas acco rding to the requirements of key competence,and strive to cultivate students' "essential character an d key ability" in teaching direction.However,most teachers still have many problems in the proce ss of promoting teaching reform,which are mainly manifested in the following aspects: guiding id eology shift: guiding ideology departure from the key competence requirements;target transformatio n: teaching objectives deviation,part of the literacy has not been paid attention to;mode change: t eaching methods lag behind,single teaching mode;evaluation reform: evaluation methods rigid.Di slocation of value orientation.The research considers that the mathematics standard is not perfect,the teaching reform based on literacy lacks text guidance,the school rules and regulations are not in place,the teaching reform based on literacy lacks system support,the professional leadership of school administrators is insufficient,the teaching reform based on literacy lacks leadership,the ev aluation mechanism is immature,and the teaching reform based on literacy lacks scientific basis a nd standards,teachers' educational concept.The backwardness and lack of practical force in quality-based teaching reform hinder the promotion of the practice of primary school mathematics teachin g reform,which is also the cause of the above problems.In view of the analysis of the above phenomena,the article puts forward the Countermeasures for teaching reform based on key competence: first,to provide action guidance for the reform of literacy teaching by improving the current mathematical standards;second,to ensure that the refor m of literacy teaching obtains the mass basis,to establish the responsibility exemption system andthe reward and punishment system in order to balance the interests of all subjects in the reform of literacy teaching,and to ensure that the reform of literacy teaching has Based on the comprehe nsive consideration of motivation and other aspects,it is proposed that rules and regulations should be formulated to provide fundamental guarantee for the reform of literacy teaching.Thirdly,starti ng from the aspects of active learning by managers,improving the professional level of key comp etence teaching reform,setting an example,actively devoting themselves to the reform of key com petence practical teaching,breaking away from psychological stereotypes and turning to the key co mpetence-based school-running concept,it is proposed that management should be improved.Fourt hly,starting from the development of primary school mathematics key competence assessment tools,making up for the gaps in literacy testing,changing teachers' evaluation concepts,innovating eval uation methods and methods,changing the phenomenon of linking teachers' assessment with studen ts' academic achievements,and so on,we should improve the teaching evaluation mechanism to pr ovide evaluation criteria for literacy teaching reform.Teachers should set up the consciousness of s elf-learning,actively understand the concept of mathematics key competence,change the teaching c oncept,promote the teaching goal from knowledge-based to literacy-based,change teachers' educati onal concept,and provide a way to achieve teaching reform.