Puzzlement of mathematics teaching in primary schools
The implementation of the new curriculum reform is like a spring breeze, which is refreshing. It has brought us a brand-new teaching concept and a brand-new look to the classroom teaching of mathematics in primary schools. The teaching and learning methods have changed under the concept of new curriculum reform. In the classroom, teachers become organizers of teaching activities, and students are guides and collaborators in exploring knowledge. Students generally adopt the methods of independence, cooperation and inquiry; The relationship between teachers and students is harmonious, democratic and equal. But it also brings some confusion to teachers in teaching.
First of all, it is difficult to change the teaching concept.
In actual teaching, we find that some teachers have outdated teaching concepts, closed teaching methods and open nominal teaching methods, and teachers take the initiative to let students answer questions and operate. The teaching methods of these teachers seem to let students solve their own problems, but in fact, students still turn within the framework set by the teachers. This kind of teaching seriously hampers the development of students' thinking. Then, how should teachers change their teaching concepts and methods and implement open teaching?
Second, cooperative learning is difficult to achieve.
Group cooperative learning can fully embody teaching democracy and give students more time for free activities and opportunities for mutual communication. But many religions
The teacher's group cooperative learning mode is only a mere formality, which is manifested in the following aspects: time is not guaranteed, a question is discussed for students, and students stop at the beginning of speaking, which has no due effect at all; It is a waste of time to discuss some simple problems that don't need to be discussed at all. Lack of equality in communication, so-called cooperative learning, has become a stage for several top students to show themselves, and most students have become spectators; It's an active discussion, but it's actually a passive response. When the teacher gave the order, everyone began to discuss, not because of the students' inner needs. Such cooperative learning has little effect. In teaching, how to play the role of group cooperative learning and improve the effectiveness of cooperative learning?
Third, the process of solving problems is difficult.
? Application questions? It has always been one of the key contents of mathematics textbook reform. The application problem teaching under the background of the new round of curriculum reform is an all-round reform from the goal, content to teaching methods under the guidance of new ideas. In the Curriculum Standard, the application problem is defined as? Development field? Are you online? Solve the problem? . So-called? Solve the problem? It is a process of comprehensively and creatively applying the learned mathematical knowledge and methods to solve new problems. Accordingly, there is no longer a separate chapter in the new textbook to teach applied problems, and it is often arranged in the form of calculation combined with application. This challenges the traditional understanding of application problems in the minds of front-line teachers for a long time. At the same time, it also brings confusion to front-line teachers. How to teach application problems under the background of new curriculum?
Four, top students and poor students * * * in trouble
Under the guidance of the new curriculum concept, teachers' teaching behavior and students' learning methods are undergoing obvious changes, and teachers and students are equal and teach people.
Masters have become a common practice, and the classroom situation of teacher-student interaction and equal participation has been formed. However, due to the changes in teachers' teaching methods and students' learning methods, good students have more opportunities and are given extraordinary play. Students with learning difficulties have become bystanders, unable to think and express independently, and have little benefit. In this way, the growth of students has formed polarization. In mathematics teaching, how to make all students make progress together and get all-round development?
Reflection on Mathematics Teaching in Primary Schools
Mathematics curriculum standards point out that students are the masters of mathematics learning, and teachers should provide students with opportunities to fully engage in mathematics activities according to their cognitive level and existing knowledge and experience, and help them truly understand and master basic mathematics knowledge and skills, mathematical thinking methods and gain rich experience in mathematics activities in the process of independent inquiry and cooperative communication. With the implementation and promotion of the new curriculum, some teaching methods that overemphasized teacher-centered in the past are being eliminated, and the mathematics curriculum has undergone gratifying changes. In the teaching of "The Basic Nature of Fraction", I reformed the teaching methods this year and in the past, which made me understand the following two problems:
First, how to grasp the starting point of students' learning
Curriculum standards point out that teaching should be based on students' cognitive development level and existing knowledge base. At the beginning of teaching, does the teacher logically reveal the old knowledge related to teaching and pull it in the established direction? Or fully trust students, let go of space, let students arrange their existing experiences and learn new knowledge?
In the first teaching, I reviewed the invariance of quotient and the relationship between fraction and division from the beginning, which gave a clear hint for the learning of new knowledge and fixed the starting point of learning. In the future study, students can easily follow the ready-made road paved by teachers, proceed from the invariance of quotient, and easily deduce the basic properties of fractions according to the relationship between fractions and division.
I didn't make any preparations for the second lecture. At the beginning of the class, I created a situation in which four Tang Priests were sharing cakes on their way to the Western Heaven to learn Buddhist scriptures, which led to questions, prompted students to think, and opened a floodgate for subsequent independent learning. Because I didn't? Prejudice? The starting point of students' learning is fixed on the basis of existing experience, so that they can construct knowledge according to their own experience. Their mathematics learning activities must be? A vivid, positive and personalized process.
Second, how much space to explore for students.
In the first teaching, because I pointed it out clearly, the students just followed suit and soon discovered the basic nature of the score. On the surface, it was also obtained by students' independent observation and analysis, but in essence, the whole discovery process was completed under my control and guidance. I try my best to clear the stumbling blocks on the learning path for my classmates and walk towards the established goals. Is this equal to? Breaking the cocoon for butterflies? Avoid setbacks and block students' spirituality. It is true that this kind of teaching is fast, efficient, time-saving and smooth, but how much room is left for students' autonomy? The students have the same idea and dare not cross the line. Where do their innovative spirit and practical ability come from?
In the second teaching, I didn't try my best to highlight the mystery and attract students to submit. Instead, let students cooperate in their own activities: write a set of equal parts and try to prove them; This kind of treatment creates an education suitable for students, and gives them a lot of exploration space, allowing them to scrutinize, try and make mistakes, doubt and verify in their own space, from which sparks of thinking collide and it is natural to discover the basic nature of scores. In the whole process, I have been inspiring students' thirst for knowledge and trying to put? Cold and beautiful mathematics is reduced to fiery thinking? Students are living individuals, and their innate subjective initiative and creative potential show creative vitality in learning. Under the guidance of teachers, new discoveries, new experiences and new feelings are constantly produced, and thinking ability, emotional attitude and values are developed.
Third, there are shortcomings.
A few students in the class are tired of learning and don't finish their homework on time. Because of my own reasons, I can't miss them in time, which leads to their lucky psychology of having to stay or not do their homework. In practice? Independent cooperation to explore and solve problems? However, all students cannot be taken into account in the teaching mode, and some underachievers lack the spirit of active inquiry. Therefore, teaching methods need to be further explored. Read more books on mathematics, explore students' methods of learning mathematics, win the support of parents, and strive for better grades.
Fourth, the direction of efforts.
(1) Always pay attention to classroom management and create a harmonious classroom atmosphere.
Without rules, there would be no Fiona Fang. Without a good classroom atmosphere, the improvement of classroom teaching quality is unattainable, such as looking at the moon in the water. Good classroom atmosphere is a prerequisite for improving teaching quality. Therefore, combined with the characteristics of mathematics, specific requirements are put forward for students to sit, listen, speak, speak and practice in class. In class, we advocate proper movements, vigor, enthusiasm, daring to operate, being willing to participate in practical activities and speaking freely. When you are quiet, think hard and be diligent in thinking. In addition, we should also pay attention to creating a democratic atmosphere in classroom teaching. With the development of physiology and psychology, the senior primary school students are very different, and most of them are eager to get the understanding and respect of others. As a teacher, I must respect students' personality, maintain students' self-esteem, communicate with students on an equal footing, squat down to talk with students, listen to their voices, teach students what they need, draw inspiration from others, and point out the direction for students who are moving forward in the ocean of knowledge.
(2) Caring for poor students and truly moving people with emotion.
Do it first? Sincerity? Two words, that is, do not dare to have any wrong ideas and accusations in front of students, trust poor students and encourage them to discuss freely. Finally did it? Do you understand? Two words, is to look at things with the eyes of students. Because I can understand them kindly and accept them happily, I have promoted the progress and development of poor students to varying degrees. Secondly, education is a caring cause. In order to cultivate high-quality next generation, we should always give guidance according to students' actual physical and mental health and personality characteristics. For individual poor students, we should make use of many conversations between classes to encourage them to establish a correct learning attitude and face life positively, while for gifted students, we should educate them to guard against arrogance and rashness, make persistent efforts and create new achievements.
(3) Innovative evaluation to encourage and promote students' all-round development.
Evaluation is considered as a means to comprehensively examine students' learning situation, stimulate their enthusiasm for learning and promote their all-round development, and it is also a powerful means for teachers to reflect on and improve teaching. The evaluation of students' learning not only pays attention to students' understanding and mastery of knowledge and skills, but also pays attention to the formation and development of students' emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to their changes and development in the learning process. Grasping the mastery of basic knowledge, grasping the openness of classroom work, combining qualitative and quantitative methods, adopting grading system for quantitative and commenting form for qualitative, paying more attention to what students have mastered, what progress they have made and what abilities they have. The evaluation results are conducive to establishing students' self-confidence in learning mathematics, improving their interest in learning mathematics and promoting their development. No pains, no gains. There are joys and sorrows in teaching. Will I meet the requirements? Diligent, thoughtful and practical? As always, try to do better.
Primary school mathematics teaching thesis
First, the importance of cultivating interest in mathematics learning in primary school mathematics teaching
Mathematics is the foundation and guarantee of other natural sciences. Therefore, learning mathematics well is of great practical significance for students to study other subjects in the future. Primary school mathematics is mainly to promote students to receive mathematics education from an early age, and then lay the foundation for future mathematics learning. Therefore, it is very important to cultivate primary school students' interest in learning mathematics. Pupils aged 7~ 12 are the stage and population with rapid development of cognitive ability. At this age, their ability to learn mathematics will develop differently with different interests. If students are tired of learning because of their lack of interest in learning, it will do irreparable harm to their future development. Education and teaching is a science of cultivating and shaping people, so it is well said.
Second, the primary school mathematics teaching methods to cultivate students' interest in learning
1. Principles that must be implemented
Cultivating students' interest in mathematics in primary school mathematics teaching is an important teaching problem, which must be consistent and coordinated with students' knowledge structure, in line with students' physical and mental development and all-round development. Then, we must follow and implement certain principles:
(1) principle of adaptability
The principle of adaptability requires that interest in learning is the key in the daily activities of primary school mathematics education, so we need to use this principle to guide students' efforts without knowledge of this age. For example, those popular primary school Olympic math competitions now. These so-called Olympic Mathematics competitions do not conform to the learning stage and knowledge structure of primary school students, and many topics are far beyond their knowledge. However, this is a very common fashion on campus, and this wrong fashion has caused a blow. Mathematics is difficult? This learning mode is certainly worthy of recognition, but it is not suitable for popularization and implementation, and it is not conducive to cultivating students' enthusiasm and interest in learning mathematics.
(2) the principle of development
The principle of development is to cultivate students' interest in learning mathematics and combine the dual factors of social life and students' physical and mental characteristics. Then, the questions that inspire students to think should conform to the students' knowledge structure, neither too simple nor too difficult. It is mainly to link theoretical knowledge with real life and promote students' all-round development. In addition, students should feel challenges, fun and effectiveness in the learning process. Students can not only learn some knowledge in math class, but also have the desire and interest to continue learning, which will lay a good foundation for their future study and life and realize the educational purpose of promoting students' all-round development.
2. Methods adopted
According to the basic principles, take concrete measures as a way to achieve teaching objectives. For example, we can use interesting teaching methods in the teaching process of primary school mathematics to stimulate students' interest in learning. From the teaching and learning environment of primary school mathematics, it is divided into two parts, one is classroom teaching, the other is extracurricular thinking and homework. In classroom teaching, we should:
(1) Every student actively participates.
In the teaching process, teachers should design a learning model in which teachers and students participate together on the basis of what they have learned and students' existing cognitive level, so that all students can participate in it and improve the initiative and efficiency of learning.
(2) Different successful experiences
Let every student have his own successful experience. Teachers treat students differently through the creation of teaching situations, and teach students in accordance with their aptitude according to their different learning levels and abilities, so that students at all levels can get the joy of success. Mathematics is a systematic and continuous subject. It is feasible to encourage gifted students and praise underachievers step by step. Every student will experience his sense of accomplishment and get joy, which can stimulate students' enthusiasm and initiative in learning.
(3) Positive praise and encouragement
Pupils are young, competitive and have a sense of honor. Therefore, in teaching activities, teachers should find the bright spots and advantages of students and praise them. Especially when students make progress, teachers should praise and encourage them in time, which will keep students interested in learning.
(4) Interesting classroom activities
Teachers can organize some interesting activities. First, attach importance to intuitive teaching methods, such as teaching the first grade of primary school? Addition and subtraction? Sometimes, students can make their own gadgets, so that they can learn knowledge while playing in class, and at the same time, students' learning becomes intuitive and simplified. Secondly, our teachers try to introduce some familiar life scenes into the classroom in daily teaching, intersperse some mathematical knowledge through vivid and interesting stories, and cooperate with multimedia and other educational facilities through teaching AIDS such as models and objects. Guide students to grasp new knowledge intuitively. Outside the classroom, we should: create free development space for students. Because the subject of primary school mathematics itself is based on understanding, as long as it is truly understood and digested in class, homework can be appropriately reduced. After all, it is not a happy thing to engage in sea tactics at such a young age. In order to keep students' enthusiasm and interest in class, try not to cast a shadow over students' extracurricular life. The quality of homework wins. Proper manual work can make students pay lasting and positive attention to this important subject of mathematics. Therefore, when we assign math homework to primary school students, we must carefully study the amount and types of questions. In the final analysis, the meaning of homework is to find and solve problems, not as a hard indicator to punish students.