Classroom teaching experience of primary school mathematics teachers
First, guide students to actively study mathematics
Everyone's study should have established goals and objectives. With the goals and objectives of learning, they will have the consciousness and initiative of learning. Therefore, mathematics teachers should strengthen the purposeful education for students to learn mathematics, so as to improve students' initiative in learning mathematics and improve the efficiency of classroom teaching. Teaching objectives and classroom teaching efficiency have a clear meaning, and students can also understand the learning objectives and tasks of the day, so as to have a clear aim in classroom learning and give full play to their initiative and enthusiasm.
Second, pay attention to the diversity of teaching methods.
In traditional teaching, what are the main teaching methods? Instill acceptance? The main teaching methods and? Listening, memorizing, practicing and copying knowledge? The main reason is that students' innovation ability, practical ability and cooperation ability are relatively weak, and their talents and wisdom have not been properly displayed. Therefore, it is particularly emphasized that teachers' teaching methods should be changed as well as students' learning methods. Teachers' teaching methods should adapt to the needs of students, meet the needs of students, and be conducive to the development of each student. Adopting teaching methods that conform to students' psychological characteristics can mobilize students' subjective initiative in learning mathematics to the maximum extent, make students learn new knowledge and skills in a relaxed and lively atmosphere, and make classroom teaching realize a good interactive mode of autonomy, cooperation and inquiry.
Third, create problem situations, so that students are willing to ask questions
It is also important to encourage students to ask questions that they don't understand in class. The so-called learning is expensive and doubtful, small doubts are small progress, and big doubts are big progress. In view of the psychological characteristics of primary school students' strong thirst for knowledge and curiosity, teachers should create some novel and interesting question situations according to the teaching content when introducing new courses, which can arouse students' thirst for knowledge and force them to ask questions. Why? What is this? How's it going? Encourage students to ask questions in class. At the same time, for some typical problems, teachers can encourage students' learning attitude first, and then focus on them, and students can discuss them in groups. In this way, in addition to stimulating students' enthusiasm and initiative in logarithmic learning, we can also strengthen the learning communication relationship between students, so as to achieve the goal of * * * progress. Especially for students with learning difficulties, it is easy to have a math problem. Don't understand, don't ask, don't ask, don't understand? Teachers should inspire and encourage them to ask questions they don't understand, and reasonably divide math study groups as supplements to help students with learning difficulties answer questions.
Fourthly, the use of multimedia courseware.
Traditional teaching methods rely on teachers to explain, and students can only learn by rote, especially mathematics, an abstract subject, which is more difficult to recognize. Multimedia courseware uses the comprehensive effects of sound, image, music, animation and video, and combines audio and video, which conforms to the cognitive characteristics of students' thinking in images. Through dynamic demonstration, multimedia displays abstract teaching materials such as words, letters and concepts in vivid situations, changing static into dynamic, stimulating students' curiosity, improving students' interest and enthusiasm in learning, and making students feel interesting rather than boring. Multimedia can also resolve the key and difficult points in teaching, so that students can deepen and master it step by step. For example, teaching ... the perimeter of squares and rectangles? Sometimes, in order to vividly express abstract concepts, we can design the following scenarios: a lovely bird flies around the four sides of a rectangle and a square, establishes the appearance of its perimeter, and stimulates students' various senses by using computer animation and colorful features. Teachers can use the graphics in the courseware to split, merge, rotate, merge, move, show and other forms of animation, combined with the necessary explanations, students can see at a glance, and can understand and master knowledge well.
Fifth, we should pay attention to classroom practice.
Classroom teaching practice is an integral part of teaching and an extension and sublimation of teaching. Whether a class is successful or not, the design of exercises and the allocation of time are very important. Therefore, we should carefully design and organize classroom exercises, and teachers should not be blind? Teaching? . It is necessary to organize enough exercises around key and difficult points to ensure that students can master and apply new knowledge through practice in class. If we can take the form of combining teaching with practice, we should combine teaching with practice. Most teachers talk first and then practice, separating teaching from practice, or finishing homework as soon as it is assigned, which is not conducive to the consolidation of knowledge.
Sixth, create an intuitive and vivid teaching situation to activate students' psychological mood of actively learning mathematics.
Interest is the best teacher to stimulate students' enthusiasm for learning. Due to the limited self-control and judgment ability of primary school students, external subjective and objective factors have a very important influence on their learning interest and attention. Therefore, in order to optimize mathematics classroom teaching in primary schools, teachers must actively create intuitive, vivid and innovative teaching situations suitable for students' psychological characteristics and teaching content, so that relatively boring mathematics knowledge can show dynamics and spirituality, thus activating classroom teaching atmosphere, stimulating students' excitement and initiative, and gradually sublimating students' internal motivation for learning from curiosity to interest. Teaching? Year, month and day? At the beginning of the class, I asked the students: Do you celebrate your birthday every year? The students all said: pass! I also told the students that not everyone can celebrate his birthday every year. There is an old man who didn't celebrate his18th birthday until 2008. Do you know how old this old man was in 2008? The teaching situation that is quite different from the students' original judgment results has aroused students' curiosity and naturally aroused heated discussion. ? Is there anyone who doesn't celebrate his birthday for a year? Problems naturally stimulate students' psychological impulse to take the initiative to seek knowledge, thus actively participating in the exploration of new knowledge with strong interest, and relatively static classroom teaching becomes dynamic and active with the active participation of all students.
Seven, mobilize the emotional factors of mathematics learning, and cultivate students' emotional attitude of actively learning mathematics.
Modern teaching theory holds that in addition to knowledge convection, classroom teaching also has a main line of emotional convection. Only by paying attention to students' psychological needs, mobilizing emotional factors in mathematics learning and making the process of mathematics learning full of emotion and charm can we always impress students' inner world and cultivate students' emotional attitude of actively learning mathematics.
In primary school mathematics classroom teaching, we can adopt the following emotional strategies:
① Implement teaching democracy and establish an equal and harmonious relationship between teachers and students.
Fully respect students' personality, increase their emotional input, bring a smile into the classroom, put trust in every student, and skillfully knock on the gate of students' thinking and ignite the spark of thinking with passionate and inductive teaching language.
② Adjust the classroom atmosphere with interesting stories in combination with the teaching contents and objectives.
Like talking? What are the characteristics of triangles? When will it be introduced? The story of Yang Hui studying triangles? , talk? What is the meaning of decimals? When will it be introduced? Gauss's innovative story in mathematics? In order to deepen students' interest in learning and feel the process of exploring mathematical laws.
(3) Using modern teaching methods to express the effects of sound and light, color shape, image tumbling, flicker, freeze-frame and color change, and provide students with rich and intuitive materials.
When learning cones, FLASH courseware is used to demonstrate the formation and transformation of cones, and stereoscopic animation is used to give students a distinct sensory effect, which not only reduces the teaching gradient, but also enhances the interest of mathematics courses.
(4) Make use of the psychological characteristics of primary school students.
In the process of classroom teaching, lively and interesting learning competitions such as answering questions, guessing puzzles and finding faults are held in time. The emotional charm of primary school mathematics classroom has narrowed the distance between teachers and students, communicated the feelings between teachers and students, and thus enhanced students' enthusiasm for learning.
Eight, carry out cooperation to explore teaching problems, and deepen students' emotional investment in autonomous learning mathematics.
It is a highlight of the new curriculum to realize the change of teachers' roles and advocate new learning methods with autonomous learning, cooperative learning and inquiry learning as the main contents. Therefore, in optimizing primary school mathematics classroom teaching, teachers must strengthen students' dominant position in classroom teaching. Walk into students with knowledge? Become? Take students into knowledge? Committed to designing inspiring, migrating and heterosexual teaching problems, guiding students to discuss, operate and communicate in groups on teaching problems, so that students can learn to think rationally and master problem-solving strategies in cooperative exploration of teaching problems. Through the repeated discussion and analysis of the understanding of different knowledge points, students' emotional input in mathematics autonomous learning can be deepened. Teaching? Do you know centimeters and meters? At that time, I divided the whole class into five groups and independently explored and solved the following teaching problems through group cooperation:
① Observe your own scale;
② Measure the length of the note by hand;
③ Summarize the method of measuring the length of an object with a scale;
④ Perceived actual length 1cm and1m;
⑤ Measure the length and width of textbooks, classrooms and desks;
⑥ Explore the relationship between centimeters and meters.
What will happen to such cooperative inquiry teaching problems? Lecture hall? Become? School? It promotes students from passive learning to active learning. Students learn how to solve mathematical problems independently, so that they can enjoy discovering the mysteries of truth and love learning and exploration more.
Nine, the implementation of timely and appropriate incentive evaluation, happy students with confidence in learning mathematics emotional experience.
Suhomlinski has a famous saying:? Success is joy and great emotional strength. ? Everyone is eager for success, especially primary school students. Therefore, teachers should treat every student with appreciation, fully understand the students, formulate educational goals and teaching plans that are in line with the students' reality and reflect their individuality according to their interests and their own conditions, and give every student with personality differences the opportunity to fully display their unique talents and interests. Teachers should give timely and appropriate incentive evaluation to students' slight progress.
There is a little boy in the class who has been poor at math. He gives up on himself. Once, he accidentally answered a math problem correctly, and I immediately gave him warm praise and encouragement, which made him feel the joy of success for the first time, and thus sprouted his desire to learn. I take this opportunity to apply it to classroom teaching? Special care? It didn't take long for his math scores to improve significantly. In a sense: timely and appropriate incentive evaluation is to optimize the classroom teaching of primary school mathematics? Catalyst? It plays an irreplaceable role in pleasing students' emotional experience of learning mathematics with confidence and promoting students to form good emotional motivation to learn mathematics better.
Optimizing the classroom teaching of primary school mathematics is an important subject that primary school mathematics teachers must face. We should be guided by the new curriculum concept, with the aim of deepening curriculum reform and promoting quality education, strengthen the concept of teaching efficiency, and make innovations and breakthroughs in teaching methods, teaching methods and teaching means, so as to effectively optimize mathematics classroom teaching and make it play a better role. Flesh and blood? Vivid? .
In short, there are still many ways of classroom teaching in primary schools. To improve the efficiency of classroom teaching in primary schools, we need to explore, research, practice and innovate constantly in teaching work.