First of all, according to the level characteristics and study habits of primary school students of different grades, a reasonable preview target design is carried out. There are six grades in primary school, and the knowledge level, study habits and ability of students in each grade are very different. Junior students mainly cultivate their good habit of previewing independently, junior students mainly teach them preview methods, and sixth-grade students are facing graduation. Teachers can guide students to incorporate new knowledge into their own knowledge system and learn to summarize and organize by designing preview objectives.

Secondly, according to the actual situation of students of different levels in the same class, make preview goals. Because students' intelligence factors and non-intelligence factors are very different, different students have different gains after previewing. Therefore, when setting departmental goals, teachers should consider individual differences, rather than "rushing forward", respect differences, and set preview goals with different difficulties according to students' different intellectual development levels, so that every student can enjoy the happiness of success in his "nearest development zone". Eugenics can design some extended questions for them, because textbooks are higher than textbooks, thus stimulating students' greater thirst for knowledge. Middle-level students can design some textbook topics and tell them to "eat well". For students with learning difficulties, because of their poor self-study ability and low learning enthusiasm, we can design some simple topics to make them "within reach". The design of preview objectives should teach students in accordance with their aptitude, respect differences and publicize their individuality.

Third, design preview goals according to the different family backgrounds of primary school students. Due to the differences of primary school students' cultural environment and family background, the design of preview objectives should also be different. Some students' parents are highly educated and attach importance to their children's education. At this time, the arrangement of preview tasks is higher than that of ordinary students. Some parents don't pay much attention to their children's education, so don't ask too much for the arrangement of preview tasks.

Second, the form of teaching students in accordance with their aptitude reflects students' subjectivity.

Primary school mathematics textbooks are rich in content and have a lot of design contents. This requires teachers to design diversified preview assignments according to different grades and different teaching tasks. This paper takes the second volume of mathematics in the fourth grade of primary school as an example to talk about some personal practices.

1. hands-on preview.

Hands-on preview is to ask students to perceive new knowledge by drawing a picture, folding and cutting according to the new teaching content. For example, the learning of P22-23 triangle requires swinging with a stick, enclosing the nail board, drawing along the edge of the triangle ruler, and drawing on the square paper with the ruler. The sum of the two sides of the triangle is greater than the third side. There are countless examples of this in primary school mathematics textbooks. This form of preview has greatly aroused the enthusiasm of students, and the characteristics of primary school students are easy to do. By adopting this form, students can not only master new knowledge effectively, but also cultivate their practical ability and build a platform for their creativity.

2. Experiential preview.

Experiential preview refers to students' contact with teaching materials in the form of experiencing feelings in real situations before previewing new knowledge. This form of preview is very attractive to primary school students. For example, when learning P54 algorithm in a class, students can simulate shopping, let them buy five jackets first, then five pairs of pants, and finally work out how much a * * * cost; You can also ask students to buy a coat and a pair of trousers first, and then buy five sets to calculate how much it costs. Through shopping experience, it is clear that 65×5+45×5=(65+45)×5, so as to preliminarily understand the multiplication distribution rate.

In addition to the preview methods listed above, you can also use expressive preview, investigative preview and other forms. When guiding students to preview, it varies according to the needs of teaching materials. As for which method is the best, there is no specific regulation, which is suitable for students' needs and develops their potential.

Third, evaluate the preview effect in time so that students can enjoy preview.

How do students' preview effects need teachers to formulate the necessary evaluation system in time to test? Otherwise, students will be slack in previewing this work, and there will be no timely test and encouragement, which will also make the preview work a mere formality. In the past year, I mainly used the following methods to evaluate the students' preview effect.

1. Classroom evaluation.

Generally speaking, in the first five minutes of class or even a little longer, I will show the preview content arranged the day before in the form of a small blackboard or multimedia, so that students can either answer orally, perform on the blackboard, or close the exam to test and evaluate in time.

2. Group evaluation.

When assigning preview tasks, I always assign them in groups. When students preview in extra-curricular time, especially when some content needs students to cooperate with their study, I ask for division of labor and cooperation in the group to give full play to the collective wisdom. After completing the preview task, students are required to evaluate each other in the group in time, and the group leader takes overall responsibility, and fill in the evaluation results on the feedback form and hand them over to the classroom teacher for supervision in time.

3. Class representative evaluation.

In order to fully mobilize the enthusiasm of class representatives and reduce the burden on teachers, I also arrange class representatives to check and evaluate students' preview in time. Generally speaking, the class representative is required to mainly check the group leader, then the group leader checks the students in each group, and the class representative checks the preview of some group members.

4. Correct this evaluation.

In order to put the preview work into practice, I designed an exercise book. The upper part of the exercise book is a preview assignment, and the lower part is an error correction part. Students should correct the mistakes in the preview book in time when evaluating in class, group and class representatives. A good memory is better than a bad writing. The topic has been realized. Consolidate every knowledge point and let students' mistakes disappear in the bud.

How to preview primary school mathematics

1. "Read first and take notes" is the first step of preview. Mathematics is the basis of learning mathematics knowledge, and the process of reading textbooks is a process of perceiving new knowledge. When reading, you should read word by word carefully, and you can write while reading. Different symbols such as dot, straight line, double straight line, wavy line, checkmark and question mark can be used to mark keywords, key concepts, key sentences, difficulties, learned and not. You can also write down your own understanding, experience or original opinion in the blank space of the book.

2. "Defective, timely supplement" means that students should review in time if they find that the "pre-derivative part" of new knowledge is unclear in the process of reading textbooks, so as to lay a solid foundation related to new knowledge and clear the way for learning new knowledge.

3. "Think more and work harder" is the magic weapon to learn mathematics. It tells students that in the process of preview, they should remember on the basis of full understanding and never memorize laws and formulas by rote. When you encounter laws and formulas, you can first deduce them yourself, do experiments if necessary, and operate them if necessary. By personally experiencing the formation process of knowledge, we can deepen our understanding of concepts and formulas, which is more conducive to mastering new knowledge.

4. "Try to practice and find doubts" can be regarded as the last step of preview. "Want to do" and "practice doing" in the textbook are imitation exercises synchronized with the examples. After completing the above tasks, students can try to do exercises. By trying to do it, they can check their understanding and mastery of new knowledge, internalize new knowledge, and then review the whole preview process, summarize the key points of new knowledge, find out the problems and doubts they don't understand, so as to focus on solving them in class.