On how to make primary school mathematics teaching alive: on how to make primary school mathematics teaching alive.
The new curriculum standard points out: "Mathematics is a kind of thinking, description, portrayal, explanation and understanding of the real world. Mathematics is an indispensable tool for people's life, work and study. It comes from life and serves life ... "To this end, I often guide students to provide their own familiar experience, make full use of existing knowledge and experience and what they are familiar with to organize teaching, so that students can better perceive and understand what they have learned.
First, life examples, experience, feel mathematics
When it comes to the word mathematics, everyone thinks it is just a "problem" and a "number". Students only need to do problems when learning mathematics. In the process of using new textbooks, I gradually realized that mathematics itself is not just a "digital symbol", it has richer connotations and is closely related to real life. In mathematics teaching, we should "seek" mathematics materials from various aspects, so that students can "discover" mathematics and "think" mathematics in their lives and truly feel that "there is mathematics everywhere in life". For example, there is a problem when explaining a right triangle: a ladder with a length of 10 meter leans against the wall, and the vertical distance between the top of the ladder and the ground is 8 meters. If the top of the ladder drops 1 m, is the sliding distance of the bottom 1 m? Many students' first reaction was to drop 1 meter. I asked my classmates to communicate with each other, set up models and calculate, and found that the answer was not 1 meter. Through group cooperative learning, we can communicate within the group, so that each student can express his own views, listen to his peers' answers and learn from each other, so that students can feel that mathematics is around them and in their own lives, thus learning to solve mathematical problems.
Second, introduce life, create situations and stimulate interest
"Interest is the best teacher." In our life, mathematics is everywhere, and teachers should be good at abstracting mathematical problems from students' lives in teaching. In the usual teaching activities, I attach great importance to students' existing life experience, design life materials that students are interested in to display in colorful forms, make full use of the situation in the teaching materials, grasp the distance between old and new knowledge, and stimulate students' desire for knowledge. For example, when explaining the axisymmetric problem of graphics, I first take out the word "Xi" I cut and ask the students: Can you cut the word "Xi"? How to cut? What are the characteristics of the word "Xi" cut out? Let the students operate by themselves, discover the beauty of axial symmetry, and find that the transformation of these graphics is around us, which invisibly generates the motivation for learning.
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Third, teaching life, resulting in intimacy
In real life, students deal with mathematics every day, but turn a blind eye to mathematics in life, lack interest in mathematics, lack a good sense of numbers, learning and doing can not develop simultaneously, and the ability to solve practical problems can not be exercised and improved. Separation of learning and application, separation of mathematics learning and life needs. Under the background of the new curriculum, it is necessary for us to bring mathematics back to life and let students feel the intimacy of mathematics. For example, when talking about a function problem, I asked such a question first: In order to encourage water conservation, the school charges tap water fees in the following ways: the water consumption does not exceed 10 ton, and each ton is charged according to 0.8 yuan; If it exceeds 10 ton, the excess will be charged per ton 1.5 yuan. Teacher Wang used 8 tons of water in June. How much should he pay for water? ② Teacher Li used water 12 tons in June. How much should he pay for water? (3) Teacher Chen's average water fee in June was per ton 1.0 yuan. How many tons of water did Teacher Chen use in June? How much should I pay for the water? When students solve this problem, I will ask them to bring the water bill of the month and let them think about the calculation formula of water fee. When the water consumption exceeds, the unit price of water fee will increase, so that students can get the general calculation table of water fee. The practical problems in this life not only make students understand the piecewise function, but also make students interested in mathematics in life, and at the same time educate students on water saving.
Fourth, it is necessary to activate the trainees and improve their operational and practical abilities.
Students' learning mathematics is "a necessary tool in daily life to solve some simple practical problems by using the mathematical knowledge and methods they have learned". Guiding students to apply what they have learned can promote the formation of students' awareness of exploration and innovation and cultivate their preliminary practical ability. For example, a topic like this: How to make a cuboid without a cover from a square piece of paper, and how to make it bigger? This is a comprehensive question, and students can think about it from the following aspects: ① What does a cuboid without a cover look like when it is unfolded? ② How to make a cuboid without a cover from a square piece of paper? ③ How to express the volume of a cuboid without a cover? Through the practice of this topic, learners have further enriched their own concept of space, experienced the application of function thought and symbolic representation in practical problems, and then experienced the abstraction of mathematical problems and the establishment of mathematical models from practical problems, deepened their understanding of relevant knowledge and developed their thinking ability.
Classroom teaching should be life-oriented, but students' reality should also be considered. For example, using mortgage, house decoration, supermarket shopping and other materials full of urban culture to create a "life-oriented" situation will make urban students feel cordial and familiar, but it seems to be a "whisper" to rural students. "Urban culture is too strong in the current curriculum, and rural culture lacks expression. There are too few materials reflecting rural life experience and practical problems in the new textbooks, and there are too many background contents far away from rural life. " Therefore, in addition to paying attention to the creation of "life-oriented" situations in teaching, we must also strengthen practical activities, so that students can have more opportunities to contact with mathematical problems in life and production practice, collect life materials, accumulate experience, and better understand the interdependence between mathematics and life.
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Reflections on how to realize teaching innovation in primary school mathematics teaching (topic) Teaching purpose and requirements Teaching emphasis and difficulty Teaching tools Blackboard design Teaching process Preparation for students (student activities, learning method guidance, etc. ) feedback modification after class.
On how to realize the life-oriented teaching of primary school mathematics.
Second, the mathematization of daily life problems.
Third, use life experience to solve math problems.
Fourth, organize life-oriented extracurricular activities.
With the rapid development of human society, the word innovation is widely used not only in the field of economic and social reform, but also in the innovative development of educational ideas and educational models. Primary education is the basic stage of the whole education, and primary mathematics is the basic subject of primary education. Therefore, based on this, we must have a deeper understanding of the innovation of primary school mathematics education concept and model. We should do a good job in the innovation of primary school mathematics teaching with a responsible attitude towards students' future, so as to obviously improve the teaching level of primary school mathematics.
First, the deficiencies in primary school mathematics teaching
(A) the teaching mode is relatively backward
With the further advancement of the new curriculum reform, it is required that primary school mathematics education should pay attention to the improvement of classroom interaction and interest, make the classroom more open and full of vitality, and on the premise of improving children's mathematics knowledge, let children improve their emotional attitudes and values on the other hand, so that children can be promoted in all aspects. However, at present, most primary school mathematics education is based on teaching plans, and primary school mathematics teachers only teach children knowledge according to existing textbooks, without individualized teaching and planning according to students' personality characteristics and learning level, which ignores the importance of teaching students in accordance with their aptitude to some extent. This teaching mode is not conducive to students' positive thinking, ignoring that students are the main body of classroom teaching, which will gradually make students lose interest in learning and constrain the growth of students' personality [1].
(B) the lack of innovation in teaching content
Mathematics teaching in primary schools attaches great importance to theoretical teaching, which makes the teaching content too simple. Even in mathematics teaching, the tactics of questioning the sea are mainly used to improve students' learning ability, and there is a lack of innovative methods to improve students' skills and improve the efficiency and accuracy of doing problems. In addition, because teachers usually do not pay attention to the updating of teaching plans and the research of topics, the teaching and education of mathematics are restricted by the content of education, which affects the learning effect of students to a certain extent and makes students' thoughts very conservative. Therefore, students not only learn knowledge, but also learn methods and skills.
(C) the situation of students is not balanced
Because each student's mathematics level is uneven, it is extremely difficult for students to teach mathematics. Because each child's level is inconsistent and each child's intellectual development is extremely uneven, students' ability to accept and adapt to new things is also different. However, at present, primary school mathematics education in some schools ignores the cultivation of children with different personalities, and parents and teachers do not attach importance to students' mathematics education. They think that primary school mathematics education is only a simple mathematical calculation, which will hinder students' mathematics learning once it appears.
Second, the innovative countermeasures of primary school mathematics teaching
(A) make full use of modern technology to reflect the teaching content.
In the era of network information development, the application scope of modern emerging technologies is more extensive, and primary school students accept modern technologies very quickly. Teachers should make full use of WeChat and network technology to promote teaching content in mathematics teaching, so as to make primary school mathematics education more interesting and vivid, and the teaching content more diversified. The application of emerging technologies has gradually improved students' learning styles and skills. On the other hand, as a teacher, we should actively change the previous teaching mode, actively use new technology to enrich our teaching content, and find new teaching methods to further expand our teaching form and content. Schools and teachers should actively carry out teaching practice activities and conduct in-depth discussion and verification of innovative teaching models and methods. After teaching innovation, in order to apply the innovative experience of teaching mode, it is necessary to conduct a comprehensive demonstration of its innovative achievements to ensure that its innovative achievements meet the actual needs [2].
(B) in-depth study of teaching materials
Teachers should choose teaching materials according to students' current thinking development level, create appropriate teaching situations for students, make students fully accept new knowledge, and integrate new knowledge with original knowledge through the interaction between new knowledge and original knowledge. First of all, primary school mathematics textbooks should contain the content of thinking stimulation, and the selection of textbooks is also an important part of teaching innovation and improvement. Based on this understanding, in the selection and application of primary school mathematics textbooks, we must ensure that the textbooks contain the content of thinking stimulation, so as to achieve the purpose of developing students' thinking mode teaching. Secondly, primary school mathematics textbooks should have the content of improving computing ability. The improvement of computing ability can lay a good foundation for primary school students' future study, and the cultivation of computing ability is also one of the main contents of primary school mathematics teaching. Therefore, in the process of primary school mathematics teaching innovation, it is necessary to ensure that the teaching materials include the cultivation and improvement of computing ability. Third, primary school mathematics textbooks should include the content of linking old and new knowledge. The primary concern of mathematics teaching reform in primary schools is the mutual connection and continuation of old and new knowledge. Therefore, in the selection of teaching materials, it is necessary to include the content of the continuity of old and new knowledge, so as to ensure that the innovation of mathematics teaching in primary schools can be highly unified in form and content, so that children's emotional attitudes, values and cognition can be highly unified, thus promoting children's physical and mental development [3].
(C) to improve students' subjective initiative in the classroom
Teachers should actively guide students to think about math problems. Teachers should consider the interesting teaching form and content as much as possible according to the lively and lovely nature of primary school students, fully mobilize the enthusiasm of students, and make them full of confidence in their future study. On the other hand, teachers should choose an exercise in class, so that students can find out different problem-solving skills through this exercise, which can improve the divergent thinking of primary school students to a certain extent, and children can communicate and explore with classmates in this process, which can improve students' interpersonal skills, thus improving students' interest in learning to a certain extent, allowing students with good grades to drive underachievers and making the class a whole.
How to effectively explore the new curriculum standards of mathematics in primary school mathematics teaching requires students to learn valuable knowledge and practical knowledge, promote students' development and improve the effectiveness of classroom teaching. The effectiveness of mathematics classroom teaching refers to the improvement, progress and harvest of students in mathematics through mathematics classroom teaching activities. It pays attention not only to students' current development, but also to their future development and sustainable development. Therefore, effective classroom teaching must be carried out, and effective classroom teaching is to let students develop cognitively and emotionally through classroom teaching activities. It is necessary to improve the math classroom.
How to reduce the burden and increase the efficiency in primary school mathematics teaching.
Teachers do not organize students to buy supplementary teaching materials other than textbooks. Make up lessons for free, and do not guide students to participate in various cram schools. Students are not allowed to do mechanically repeated math exercises.
Second, teachers should fully prepare the content of class, which is the premise of reducing burden and increasing efficiency.
"Reducing the burden" and "increasing the efficiency" require teachers to improve the efficiency of the 40-minute class and cultivate students' ability. As the saying goes, "Give students a glass of water and you should have a bucket of water". With the constant updating of teaching technology and the constant reform and innovation of teaching methods, teachers should constantly absorb advanced teaching concepts and methods, improve their own quality and ability, and create conditions for efficient teaching. Teachers should spend enough time and energy preparing lessons. Read the textbook carefully when preparing lessons, understand the position of this textbook in the whole primary school mathematics textbook and the relationship before and after the textbook, grasp the key points and difficulties of the textbook, understand the intention of compiling the textbook, and strive to thoroughly understand the textbook. Well-designed exercises should break through difficulties, deepen new knowledge, be enlightening and targeted, and achieve the purpose of consolidating students' mastery of what they have learned in this lesson.
Thirdly, cultivating students' habit of previewing before class is an effective way to reduce the burden and increase efficiency.
Preview before class can improve classroom efficiency. When students preview, they will know something about what they will learn the next day, which saves unnecessary teaching time in the learning process.
(B) preparation before class can stimulate students' self-confidence. In teaching, there are often some students who are slow to accept, and it takes some time to digest and absorb the content explained by the teacher. Pre-class preparation, students have mastered the knowledge they want to learn, will actively participate in classroom discussions and questions, and have confidence in learning and themselves. If you persist for a long time, you will naturally no longer find mathematics difficult to learn and become interested in learning.
(3) Preview before class can improve students' self-study ability. Students will gradually master the self-study methods in the preview, integrate what they have learned, learn to draw inferences from others, and gradually learn new knowledge actively and efficiently.
Fourth, create vivid and interesting situations to stimulate interest in learning.
(A) make full use of children's favorite cartoon characters in teaching, combined with the content of teaching materials, to create humorous story situations, so that students can find math problems in stories. Visualize abstract questions and make boring learning interesting. For example, when I was teaching "A Preliminary Understanding of Fractions", I made up a story about how Mama Bear divided the cake unevenly, which caused Babe Bear's dissatisfaction. Then the students discussed that the average distribution was the fairest, and finally the score was drawn. I use vivid and interesting stories to stimulate students' interest in learning and thirst for knowledge. In addition, teachers should smile generously in class, so that students can learn in a harmonious atmosphere. Students like teachers and are also interested in their subjects.
(B) to create a relaxed and harmonious learning environment for students. For example, I designed such an interactive learning process when I was teaching Understanding Left and Right. The teacher said, "Please touch your right ear", the students touched your right ear, "Please touch your left ear" and "Please raise your right hand ..." The students were very interested in this link and participated in it with great enthusiasm. In the process of "moving", it not only helps to enliven the classroom atmosphere, stimulate students' interest in learning, but also enables students to understand quickly.
Fifth, use flexible and appropriate teaching methods to deal with the relationship between teaching and learning.
In classroom teaching, on the one hand, we should arrange teaching steps according to classroom routine and establish a good teaching order; On the other hand, give full play to students' dominant position, strengthen organizational teaching, combine multimedia teaching with traditional teaching, create a relaxed and pleasant atmosphere, and organize students to actively participate in teaching activities. In addition, I often tell students that "learning mathematics should not only do problems, but also talk about them". As the saying goes: "There is no fixed method in teaching, but it is important to get the right method". It is a good teaching method as long as it can improve students' learning enthusiasm, cultivate students' thinking ability and help students master and apply what they have learned. Teachers use appropriate teaching methods to stimulate students' interest and make them easy to accept, which will receive good results. For example, when I teach the multiplication formula of 6, I first show the pictures of beautiful fish in the courseware Sea World, and let the students say that a fish is made up of several triangles. Then I guide the children to learn the multiplication formula of the first two sentences of 6, and then let the students discuss, communicate and summarize the remaining formulas in groups of 4. Let the students explore the process of multiplication formula of 6 by themselves, which shows that the students are the masters of the classroom and the teachers are only the guides. At the same time, multimedia teaching methods are used to stimulate students' interest in learning, which is in line with the actual situation of senior two students and the requirements of the teaching content of this class.
Attention should be paid to the combination of students' hands, eyes, brain and mouth in classroom teaching. First, let the students look at the objects, numbers, etc. Around them. At this time, some students will find that, for example, "the numbers in the mirror are upside down." The teacher asked the students, "Is it upside down or left and right?" Students look at the mirror, observe and think, and then express it in their own language, so that students can easily understand the characteristics of mirror symmetry. Secondly, let the students look at the numbers or time in the mirror after class, and use the imaging of the mirror twice to restore the original image. Such hands-on and brain-thinking activities, on the one hand, arouse students' learning enthusiasm and help students perceive and understand new knowledge, on the other hand, promote students' learning ability and classroom teaching efficiency.
Sixth, carefully design exercises to give students time to do them.
(1) Designing classroom exercises is not static. Design with the contact point of old and new knowledge, so as to deepen new knowledge and break through difficulties, which is enlightening and targeted. Exercises should not only pay attention to students' learning needs, but also pay attention to the cultivation of students' ability. Considering the actual situation of students, it is necessary to practice key knowledge repeatedly without increasing the burden on students. Only by carrying out reasonable and effective exercises in each class can we continuously improve the quality of classroom teaching.
(2) In each new lesson, leave 10 minutes for children to do exercises. Practice process is an essential link to master mathematical knowledge. We should adopt different practice methods according to the different characteristics of different students, and pay attention to the quality of practice rather than winning by more. Students do problems, teachers patrol and guide, encourage children's advantages, count the knowledge points that children make the most mistakes, correct them in time, and standardize students' learning attitude, which is of great help to improve students' grades.
Care for every student and cultivate students' good study habits.
The study habits of junior students are very important. For primary school students, the formation of good study habits is not only of great help to current study, but also has an important impact on future study and even growth. The formation of good study habits will also help to improve classroom efficiency.
1. The habit of listening carefully in class. When others answer questions and learn to listen, they will express their different opinions.
2. Let students be "little teachers" and help other students correct their mistakes. For example, sometimes after I finish a new class and the students finish their homework on the blackboard, I will ask some students to check it for me. If there are mistakes, I will let the students stand on the podium as a small teacher to explain the problems and help the students with mistakes to correct them. Let students "move" in class, and students will find this class very interesting, thus improving classroom efficiency.
3. Cultivate students' habit of using mathematical language correctly. Improve students' language expression ability in class.
4. Cultivate students' good habits of independently completing homework, completing problems and carefully checking, thus reducing unnecessary mistakes.
5. Good habit of writing neatly.
How to achieve the goal of primary school mathematics teaching requires students to learn valuable knowledge and practical knowledge, promote students' development and improve the effectiveness of classroom teaching. The effectiveness of mathematics classroom teaching refers to the improvement, progress and harvest of students in mathematics through mathematics classroom teaching activities. It pays attention not only to students' current development, but also to their future development and sustainable development. Effective classroom teaching is to develop students' cognition and emotion through classroom teaching activities.
On how to create the teaching situation of primary school mathematics (1) and create the problem situation with short stories.
(B) cleverly set practical problems and create situations
(C) the use of multimedia technology to create a situation