Introduction: It is of great significance for primary school mathematics teaching to do a good job of classroom introduction in the innovation of primary school mathematics teaching.

I. Introduction

Teaching innovation in primary school mathematics teaching can effectively improve the teaching effect and better meet the teaching needs. However, based on the needs of primary school mathematics teaching, in order to obtain good teaching innovation effect, we must innovate in teaching objectives, teaching materials, teaching methods and classroom teaching, so as to obtain better results. Therefore, in primary school mathematics teaching, we should not only have innovative consciousness, but also proceed from practice, so as to really promote the progress of primary school mathematics teaching and achieve better teaching results.

Second, the teaching innovation of primary school mathematics must first set a good teaching goal.

Mathematics teaching in primary schools is a part of promoting students' all-round development and cultivating their abilities of abstract analysis, guessing, observation and operation. By cultivating students' exploration consciousness, students can have enough mathematical knowledge and ability to solve practical problems. Therefore, when determining the goal, we should not only recognize the specific operational knowledge and skills, but also strengthen the cultivation of students' ability. Starting from the actual situation of mathematics teaching in primary schools, the formulation of teaching objectives has a great relationship with the development of teaching activities, which determines the overall effect of teaching. On the basis of this understanding, teaching innovation should first set teaching objectives, and specifically do the following work:

(A) to change the rules of traditional teaching objectives.

First of all, we need to make an in-depth investigation, and then set the teaching objectives, so that the teaching objectives can become more accurate.

(B) close to the actual teaching situation to develop teaching objectives.

Because teaching objectives can effectively guide the process of teaching practice, in order to give full play to the role of this important means, we should set teaching objectives from the teaching reality, and we must grasp the principles related to teaching objectives in the process of setting teaching objectives, so as to make teaching objectives more instructive.

(3) Set teaching objectives on the basis of meeting teaching needs.

When setting teaching objectives, we should innovate on the basis of meeting teaching needs. Only by promoting practical teaching can we prove that the teaching objectives are really effective, find out students' mastery of knowledge, improve students' ability to find and solve problems, and thus sublimate classroom teaching methods.

Third, the innovation of mathematics teaching in primary schools should be well introduced into the classroom.

Lead-in is of great significance to mathematics teaching in primary schools. In order to ensure the positive effect of mathematics teaching in primary schools, it is necessary to fit the actual content and be refined enough to attract students' attention and spread their thinking. Secondly, it can play a phonetic effect, stimulate students' curiosity, have the desire to explore the next step, and lay a good foundation for the follow-up courses. Therefore, classroom lead-in is very important for a course, and we can learn from it.

(1) Stimulate interest by creating situations.

In order to ensure the real effect of classroom lead-in, we must combine the actual content of classroom teaching, create teaching situations and stimulate students' interest in learning. At present, mathematics teaching is very boring, and situational creation can change this situation.

(B) the use of demonstrations to enable students to have a preliminary perception.

Pupils are younger. Considering their characteristics in this respect, teachers must demonstrate the operation in person in the process of classroom introduction, so that students' acceptance and interest in learning will be improved, and they will experience the fun of exploring new problems and open the door to intelligence.

(3) Introducing the old into the new.

In classroom teaching, the common method is to introduce new concepts and knowledge by using existing knowledge and theorems, and achieved ideal results. Therefore, introducing the old into the new is an effective method, and the classroom introduction has a good effect, so that students can think more, think deeply, analyze the nature of the problem and draw conclusions.

(4) Asking questions encourages students to dare to ask questions. Proper setting of questioning links can also improve the classroom effect, which is an important means worthy of our promotion and meets the needs of classroom introduction teaching. For example, the application of fractions is a difficult point in primary school mathematics, and students often make mistakes when solving problems because of unclear examination questions. So I combine the practical application of students to find similarities and differences and break through difficulties. Quantity? With what? Integral? A: A rope is 60 meters long, and one fifth of it is used. How many meters are left? A rope is 60 meters long. It takes a fifth of a meter. How many meters are left? Analysis and comparison: there is only one word difference between the two questions: it shows that the solutions of the two questions are completely different.

Fourthly, excavate teaching materials and innovate mathematics teaching in primary schools.

When choosing learning materials, teachers should first create a reasonable teaching situation for students to learn according to their current level of thinking development, so that students can fully process new knowledge, assimilate new knowledge by using the interaction of old and new knowledge, and gradually integrate into the original cognitive structure. In mathematics teaching in primary schools, we should not only choose teaching materials reasonably according to the syllabus, but also innovate and change the focus of teaching materials. Specifically, we can do the following work:

(1) There should be something to cultivate thinking in primary school mathematics textbooks. A very important link in teaching innovation is the selection of teaching materials. After realizing this, when choosing primary school mathematics textbooks, we must ensure that there are contents to cultivate thinking in the textbooks, so as to cultivate and spread students' thinking ability.

(2) It is very important for primary school students to improve their computing ability in primary school mathematics textbooks, and it is also very important to cultivate their computing ability in primary school mathematics teaching, so there should be content in the textbooks to cultivate this ability.

(3) Primary school mathematics textbooks should have the content of connecting old and new knowledge. Knowledge should have a good connection, so we should choose teaching materials that contain the connection between old and new knowledge so that students will not be at a loss when they are exposed to new knowledge.

Fifth, innovate the teaching methods and teaching modes of primary school mathematics teaching.

(1) Based on teaching practice, study the shortcomings of the current teaching mode and teaching method, and innovate the teaching mode and teaching method.

(2) Innovating teaching mode and teaching method for the purpose of effectiveness, paying enough attention to the effect of teaching innovation in the process of innovation, measuring the contribution made by improving teaching effectiveness, and ensuring that the innovative teaching method and teaching mode meet the expected requirements. It is an important way to cultivate students' innovative spirit and ability.

(3) Actively carry out teaching practice, and verify the innovative effect of teaching methods and teaching modes through teaching practice. If we want to popularize these innovative experiences after teaching innovation, we must first verify the innovative achievements to ensure that the innovative achievements meet the expected standards. Teachers can understand the situation of students at different levels, carry out targeted teaching activities in the future, and give appropriate encouragement and praise to those underachievers. Enhance their self-confidence. (4) Modern teaching combined with multimedia. Nowadays, computer technology is developing rapidly and its application is more and more extensive. Multimedia is becoming an important means of modern education. Using multimedia to display courseware not only improves the vividness and interest of mathematics knowledge, but also stimulates students' learning motivation. The new curriculum standard points out that after the principle of teaching content is determined, audio-visual teaching materials related to primary school mathematics teaching need to be compiled. Teachers can also make full use of multimedia technology in teaching and adapt the problems in teaching materials into vivid pictures and videos. , make the original boring calculation problem vivid and attractive.

References:

AARON Li. Innovative ideas and practice of teaching materials based on teachers' professional development? Take "Elementary School Mathematics Curriculum and Teaching Theory" as an example [J]. Journal of Hezhou University, 20 14(04).

[2] Tian Runyin, Hu Ming. Elementary school math? Digital operation? Practical research on infiltrating mathematical thinking methods into teaching [J]. Journal of Northwest Adult Education Institute, 20 15(04).

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