He has been exploring the use of information technology to support mathematics teaching in the era of core literacy, thereby cultivating students' mathematical literacy and key abilities, and thus creating a new world of mathematics teaching.

Source: [China Teachers' Daily]

Liang Yong advocates "simple technology". In his opinion, "technical thinking is more important than technology". Only when technology becomes a tool can students' personalized understanding of mathematical knowledge be presented; he has been exploring the use of information technology to support the era of core literacy, thereby cultivating students' mathematical literacy and key abilities, and thus creating a new world of mathematics teaching.

Liang Yong Vice President and mathematics teacher of the Second Experimental School of Southern University of Science and Technology Education Group (Nanshan). Key teacher of scientific research in Shenzhen, director of the Internet Education Professional Committee of Guangdong Education Society, and a special expert of the China Education Information Maker Education Research Center. We have long been committed to the research and practice of mathematics innovation courses, interdisciplinary integrated courses, project-based learning, and teacher professional development with digital technology support.

success stems from extreme focus.

has been committed to the innovative practice of mathematics courses supported by digital technology for 17 years and the design and development of interdisciplinary integrated project courses, which has allowed Liang Yong, a mathematics teacher at the Second Experimental School of Education Group, and won a series of honors: Shenzhen Nanshan District elite teacher, Shenzhen scientific research backbone teacher, Nanshan District first prize in education reform and innovation achievements, and Guangdong Province Basic Education Teaching Achievement Award. The course results were selected as excellent case of basic education informatization of the Ministry of Education...

What kind of life story does Liang Yong have? What inspiration does its professional growth have to teachers? Let us walk into Liang Yong’s world of mathematics and technology with questions.

Digital technologyChange career life

Liang Yong was born in Leiyang, Hunan. Liang Yong had his own dream of being a teacher when he was in elementary school. This stems from the influence of his father on him. "My father is an rural teacher, . Although the school is not far from home, he likes to live in the school." In Liang Yong's memory, the most important thing his father does is to provide guarantees for students who cannot afford the tuition fee for the time being. "He was engaged in 'interdisciplinary' teaching at that time. He initially taught Chinese and mathematics in class, and was proficient in music, physical education and beauty. He was the president and judge every time in sports meetings in the town. He was also a well-known calligrapher in his hometown."

After graduating from Hunan First Normal University, Liang Yong went to Shantou, Guangdong to work as a teacher. At that time, Liang Yong was still a "novice" in information technology. Once he took the teacher information technology exam and was asked "Why can't I access the Internet" when the computer network cable was pulled, Liang Yong couldn't find the reason.

In 2005, with expectations for a better future, Liang Yong became an extra-staff teacher at Shenzhen Nanshan Experimental School . During an information technology training, Liang Yong fell in love with PPT design, animation production, and web production. After work, Liang Yong read books on information technology carefully and followed them one by one. "I especially like to try to apply the techniques I have learned in the classroom, and students are very interested. At that time, I used the abacus made by animation. Students could touch the screen and use it as a timer to automatically time the beads." Liang Yong said.

5 years later, Liang Yong's professional life ushered in a turning point. At that time, the school carried out a mathematics teaching reform experiment. Liang Yongwenxun specially created a fun mathematics static website, which focused on presenting his personal experience in mathematics teaching reform, as well as the relevant materials and cases he collected. Liang Yong mustered up the courage to find the vice principal and asked the vice principal to recommend it to the chief principal Li Xianqi who is eager to improve the school's mathematics teaching level. After seeing it, Li Xianqi admired it very much and immediately absorbed Liang Yong into the school’s mathematics teaching reform experimental group.

Since then, Liang Yong's professional development has entered the fast lane. In 2012, with outstanding performance and fruitful results in mathematics teaching reform, Liang Yong became a formal teacher through the "green channel". In 2014, Liang Yong joined the Southern University of Science and Technology Education Group and began to comprehensively promote subject teaching with technical support at the school level. Today, Liang Yong's school has long realized BYOD (with its own equipment) for all teachers and students, and precise teaching supported by digital technology has become the norm.

Digital technology promotes learning changes

"Use simple technology to promote students' rich learning" is Liang Yong's consistent proposition. To this end, "technology must reach the hands of students and become a tool in the hands of learners." In many schools, technology is in the hands of teachers, and teachers use technology to teach students. In Liang Yong's opinion, this needs to be adjusted. "It is necessary to let students use technology to learn to represent what they already know or are learning" . For example, when teachers use PPT to present knowledge in textbooks, this is the teacher using technology to teach; while when students use PPT to create a poster or read sharing, this is the student using technology to learn. The same technical tools and different teaching methods produce different teaching effects. So, why is the technology of simple? Liang Yong believes that if technology is difficult, students will encounter obstacles when using technology, and the technology itself will become learning content, which will also affect the achievement of learning goals.

"Only when technology becomes a learning tool in the hands of learners can technology present students' personalized understanding and visual expression of mathematical knowledge, effectively helping teachers observe and understand students' mathematical learning." Liang Yong said.

At the National Primary and Secondary School Teaching Information Technology Exhibition, Liang Yong gave a "Recognition Year, Month, Day" display class on behalf of Shenzhen. Liang Yong respects students' life experience and math experience. Before class, he uses a questionnaire to learn what students know about "year, month, day" knowledge. The survey found that students have a broad but not systematic understanding of the basic knowledge of "year, month and day". The biggest difficulty and interest is understanding "why every four years is leap." In the

display class, Liang Yong first asked students to use the perpetual calendar on their respective iPads to explore the rules of discovering the number of months and days. After independent collection, data summary, observation and analysis, students finally found that the number of days in February was changing uncertainly and easily found the rules.

"But why do some years have more one day and some years have less one day?" Liang Yong used Solar System to demonstrate the trajectory of the solar system, leading students to intuitively perceive how the four seasons and day are produced. In particular, students clearly see that the earth's rotation is not exactly 24 hours a week, but a little more. As a result, nearly 6 hours will be added in a year, and nearly 24 hours will be added in a 4-year period, that is, a day.

"If you were an astronomer or calendarist, how would you arrange this extra day?"... After the students proposed many design plans, Liang Yong organized the students to discuss the feasibility and simplicity of these plans.

"Teaching students mathematics is not only to guide students to experience the process of 'discovering' mathematical knowledge based on independent thinking and cooperative exploration, but also to teach students to 'create', encourage students to think and solve problems like mathematicians, and to 'create' mathematical knowledge that is 'correct, obvious, concise, and creative'." This is Liang Yong's consistent practice when teaching new concepts and new methods. Therefore, when the students led by Liang Yong explore new knowledge, they will consciously pursue "correct, obvious, concise and creative" in the process of "discovering and creating" mathematical knowledge.

In the eyes of students, Liang Yong is a "wisdom math master". More and more students fall in love with mathematics and thinking because they like Liang Yong, and fall in love with themselves who "think and solve problems like mathematicians."

Digital technology promotes classroom reform

"Teaching based on students' works" is Liang Yong's consistent teaching proposition. Excellent students can use their learning works as examples, and existing mistakes are even more important teaching resources. Liang Yong not only consistently in his mathematics teaching, but also promoted it on a larger scale, especially after becoming the vice principal of teaching.

collects and analyzes students' learning works, which is relatively easy for subjects such as Chinese, mathematics, English, and art, because their works are usually tangible. But for subjects such as music and sports, it seems that there are many difficulties. At this time, the application of technology can easily and effectively solve this problem.

Sports High School Entrance Examination is about to be, but due to the epidemic, Teacher Sun of the physical education subject cannot supervise and guide students who study at home on-site every day to strengthen their sports practice. To this end, Teacher Sun asked every student to use the "Daily Jump Rope" App to record the skipping rope score, record the skipping rope video, and upload it to the campus version of the UMU platform. Students supervise, evaluate and guide each other in groups. In the same way, Teacher Bai of the music subject is also used in music teaching. Everyone has the opportunity to sing and everyone has the opportunity to receive timely evaluation and individual guidance.

In physical education class, Teacher Tang first played a micro video of the standard action of skipping rope to guide students to observe and analyze the key points of skipping rope. Then, students collaborated to record videos of everyone jumping rope in groups. Students watch videos played in slow motion and evaluate, analyze and suggest in accordance with standard action principles. Students adjust their movements according to their actual situation and conduct a new round of exercises... With the support of technology, students see themselves, correct their movements, and continuously improve in visual teaching. In the end, Teacher Tang used this physical education class example to achieve excellent results in regional competitions.

"Technical thinking is more important than technology", this is a point that Liang Yong often expresses when communicating with his peers.

"Students learn from thinking, not from technology. When students use technology when learning, it is because technology can prompt and support their thinking." Liang Yong believes that "as the leader and promoter of student learning, teachers should aim more to teach students to use technology to solve problems, rather than teach students more technical knowledge." But this "does not mean that teachers do not have to learn technology, but that teachers should not study technology in order to become technical experts."

Digital technology supports course reconstruction

Recently, Liang Yong is submitting a teaching case for "understanding decimals" large unit based on the integrated application of digital technology to Guangdong Province.

Traditional teaching is generally carried out linearly: first understand decimals, learn to compare decimal sizes, then learn to add or subtract decimals, and finally use decimal addition and subtraction to solve some simple practical problems in life. However, Liang Yong believes that primary school students have long had a lot of life experience in decimals, "We cannot ignore the mathematical experience in students' life experience."

Based on this, Liang Yong carried out an overall reconstruction of the entire unit teaching, breaking through the knowledge-centered and teacher-centered "class teaching design", and carrying out problem-centered and student learning-centered "unit overall teaching design": through social practice, problem research, cooperative communication, in-class testing and other teaching activities, the basic structure of unit teaching is changed; problem-based inquiry learning activities are carried out to design experiential, active, and exploratory learning classes for students to learn decimals, help students experience the real exploration process in real learning situations, obtain personalized learning experience, and form personalized mathematical experience.

Liang Yong first arranged social practice activities on the weekend: students took shopping bags to the supermarket, recorded the prices of purchased goods, sorted them according to the price, calculated how much they spent and how much they were left, and took photos of the shopping list to upload them to the UMU platform. Students carry out real mathematical activities in real situations and try to solve real mathematical problems.

By analyzing the works uploaded by students, Liang Yong found that decimal carry addition and abdicate subtraction are the difficulties for students to learn. Analytical data based on students' works is the main source of Liang Yong's academic situation analysis.

"The air conditioner is turned on to 26.0 degrees. Is 26.0 a decimal? Why?" In the first class, Liang Yong raised such a question to the students, whose purpose is to "break through the limitations of the two-digit decimal in the textbook, helping students break the possible thinking and cognitive limitations." At the same time, break the misunderstandings that "decimal" is prone to "name".

"What are you confused about decimals? What else do you want to learn?" In the second lesson, Liang Yong encouraged students to ask questions enthusiastically and used voice input to share students' questions on the big screen in a timely manner.Afterwards, Liang Yong guided students to classify the problems, which were divided into the concept, origin, purpose, size comparison, addition, subtraction, etc. of decimals. After classification of problems, Liang Yong asked each student in each group to choose one of the questions in one category for independent research and form a research report in the form of Word or PPT. Research reports generally cover "questions raised, my guesses, research methods, research processes, research conclusions, new questions, and people whom I thank."

The third lesson is the result of group communication. Students display their research results through "same topic sharing" and "group sharing" and other methods, and other students question and supplement. The fourth and fifth lessons are shared by the whole class, and the research results shared by the student representatives fully cover all the knowledge of the entire unit. In Liang Yong's view, this is a process of "students constantly expressing mathematics and outputting mathematics"...

In the entire unit teaching process, each module is accompanied by the assistance and support of technologies such as photo upload, online search, mind map , EXCEL, PPT, wireless screen projection, online testing and other technologies.

"In the design of this unit, I strive to achieve four transformations: the transformation of the main body of the classroom, from teacher teaching to student exploration; the transformation of the curriculum structure, from classroom class to unit overall; the transformation of situation creation, from simulated situation to real situation; the transformation of research objects, from mathematical knowledge to real problems. " said Liang Yong. How can mathematics teaching in the era of core literacy move from knowledge to literacy orientation, thereby cultivating students' mathematical literacy and key abilities? Liang Yong gave an answer with his own exploration.

—Reporter's Notes —

Be a future-oriented teacher

Wang Zhanwei

Interview with Liang Yong, let me see what a future teacher looks like.

In my opinion, the perfect integration of professional knowledge, technology and spirit is the professional life of future teachers. Needless to say, professional knowledge and technology are, in terms of the spirit of educators, which means not only the sacred mission of educating people for the Party and the country, but also the personal educational sentiment, mission and responsibility; it means deep love for children and awe for life.

Professional technology and spirit are like a person’s two legs, neither of which is indispensable. They must be strong and balanced in order to grow into an educator-type teacher and even become an educator.

examines Liang Yong using this, it seems that the former is stronger while the latter is weaker. In fact, Liang Yong always has a heart that surpasses the ordinary in the ordinary. Otherwise, he would not have been able to continue to 17 years of deep cultivation of digital technology to support mathematics teaching innovation, he would not have been able to grow from a technical "novice" to a technical expert, and he would not have been able to produce continuous output of professional results.

Liang Yong knew very well that he did not teach mathematics, but taught students through mathematics. Whether it is technology or knowledge, they are just carriers and means for improving students' literacy and life growth. Therefore, whether it is teaching innovation or curriculum practice, it is imprinted with his concern for the growth of life. This is also the light that blooms from the spirit of the teacher.

It is worth mentioning that professional knowledge, technology and teacher spirit are both independent and integrated, both with division of labor and mutual promotion. The spiritual growth of a teacher is conducive to the learning and updating of professional knowledge and technology, and the update of professional knowledge and technology can promote the continuous sublimation of the teacher's spirit. This is how Liang Yong's educational career has come through.

For Liang Yong, his biggest educational resource is his life sample: continuous growth and continuous innovation are his life posture, cutting-edge research and implementation are his lifestyle, and transcending oneself and respecting life are his life attitude. Liang Yong focused on himself and did not seem to teach students too much, but students increasingly like Liang Yong and the math subjects he taught, and showed a growth state beyond his peers. Liang Yong used his life to grow up to create a "prepared environment" for students, thus creating a "unspeakable teaching"...

Perhaps, after understanding Liang Yong, he would understand the appearance of future teachers.

—Ta in the eyes of others —

Teacher Liang who can change 72

Student Wu Lexin

I have a math teacher who is like Sun Wukong in my heart, and can change 72 every day.

My math teacher’s surname is Liang. He is tall and handsome, and he always has a warm smile on his face. It is precisely because of this smile that I will not be nervous every time I talk to him. I still remember the first time I met him was at the school gate. It was the new semester that I was about to start. I was a first-grade elementary school student and walked towards the school with a nervous mood. Are the teachers in the school fierce? Are the students from the school good? These strange thoughts were spinning around in my head. "Hello, classmate, welcome to the new school! Smack your feet!" I was pulled back to reality by a passionate voice, and suddenly raised my head and saw a face with a bright smile. The smile was particularly warm under the sunlight. I slapped the teacher with a ignorant and the worries in my heart slowly retreated. I only realized after class that he is my math teacher - Teacher Liang!

Teacher Liang’s classroom is always so vivid and interesting, allowing you to learn knowledge without you realizing it. I remember that there is a unit of the mathematics book that is particularly difficult to understand. I have been previewing at home for a long time and still don’t understand it. Before taking math class the next day, I wondered what method Teacher Liang would use to tell us? As a result, as soon as class started, Teacher Liang didn't say anything at first, and gave us a few small games first. The students are very serious about playing games. Students who usually calculate slowly can calculate games faster than calculators. The rules of the game sound a bit complicated, but they feel very easy to do. After a few games, Teacher Liang made a summary. This summary was actually today's course content. In an instant, I immediately figured out the question that I didn't understand.

Teacher Liang is like Sun Wukong who will change in 72 in my heart, sometimes becoming warm, sometimes becoming humorous, sometimes very serious. Under his influence, I changed my view of mathematics and fell in love with mathematics deeply.

This is the math teacher in my heart - Teacher Liang!

★

Because of him, I fell in love with myself who "thinks"

Student Liang Xuanchang

Our teacher Liang is very interesting. Not only his people are interesting, but his classes are also particularly interesting. No matter how boring the class is, Teacher Liang always has the magic to make it interesting and fun.

For example, after learning the lesson "Kg, G, Ton", Teacher Liang did not rush to teach us the meaning of weight unit , nor did we make conversion calculations, but assigned an assignment, asking us to go to supermarkets and vegetable markets, weigh various items with both hands, and then record the originally guessed weight of the item and the actual weight of the item. The students were so happy when they heard this. Who doesn’t like this kind of homework? And this "personal" homework has also benefited me a lot. Just like a large bag of potato chips, I guess it must be very heavy, and it should be in "kilograms", but it is very light when weighed with my hands. I hesitated and wrote down the smallest number: 1 kilogram, but after looking through the packaging, it suddenly said: 135 grams. I couldn't believe my eyes. Then I looked for items in "kilograms" in the supermarket, including peanut oil, flour, rice, etc., and weighed and compared them with potato chips, and I instantly understood the difference between "kilograms" and "kilograms". If you weigh the items in the supermarket again, I will know more clearly what kind of items should be "grams" and what kind of items should be "kilograms" when indicating the weight of items. This is what Teacher Liang teaches us about "mathematics in life" and "mathematics in experience". Mathematics is not only in the classroom, but also in life.

"Learn mathematics and use more wisdom to make us smarter", this is a catchphrase from Teacher Liang. When encountering difficulties, he always asks us to use our brains and wisdom first, and don’t rush to ask teachers and parents. He also held a mathematics understanding competition in school, encouraging us to "think" and "open our brains", ask small math problems, then conjecture, research, search for information, then draw conclusions, and finally complete a small math paper.I remember when I learned "Decimals", I asked in class, "Are decimals a very small number?" The whole class burst into laughter in an instant. Everyone thought my question was funny, but Teacher Liang praised me. He said that I could think and ask questions, and supported me to continue to search for information and research. Finally, I completed a short paper on this problem and won a prize in participating in the school's mathematics understanding competition.

I really like Teacher Liang. He made me fall in love with mathematics and the thinking self.

Source | "China Teachers' Daily" September 14, 2022 13th edition

Original title | "Liang Yong: Reconstructing Mathematics Teaching with Digital Technology"

Author | Wang Zhanwei

For business cooperation, please call 010-82296824 (Teacher Liang)

010-82296739 (Teacher Kang)

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