When babanski, an educator in the former Soviet Union, talked about the standard of optimizing the teaching process, he emphasized not only the teaching effect, but also whether the time and energy consumption of teachers and students were optimal. The American Association of Mathematics Teachers also emphasized in its action plan in the 1980s: "Teaching time is very precious and must be used reasonably. Teachers must allocate teaching time according to the importance of the course. "
It can be seen that the optimization of classroom teaching depends not only on the teaching effect, but also on whether the teaching time meets the prescribed standards. Some teachers in our country have noticed this problem, for example, they put forward the view that "quality is given in 40 minutes" and accumulated some experience.
2. Strengthen the connection between knowledge.
Strengthening the connection between knowledge is of great significance for students to master the structure of knowledge. Bruner pointed out: "Learning structure is to learn how things are related to each other." He also said: "If the acquired knowledge is not connected with a perfect structure, it is a kind of knowledge that is likely to be forgotten." Through the connection and systematic arrangement of knowledge, students can form a complete cognitive structure in their minds.
The characteristics of primary school mathematics knowledge are strong systematicness and close connection. However, due to the limitation of students' thinking development level and acceptance ability, the teaching of some knowledge is often divided into several classes or semesters, which inevitably weakens the connection between knowledge to varying degrees. Therefore, it is necessary to pay more attention to the connection and systematization of knowledge consciously in order to receive good teaching results.
Ausubel of the United States believes that the effectiveness of learning activities in the teaching process mainly depends on whether the new learning content can establish substantive connection with the original appropriate knowledge system of learners' cognitive structure. Therefore, it is necessary to arouse the old knowledge related to the current new knowledge in time before teaching, especially to grasp the connection point between the old and new knowledge.
3, timely praise and encouragement to enhance students' self-confidence.
Every student wants to be the best in the eyes of teachers, and the first-grade children are no exception. They like to hear the teacher's praise best, and they will behave better when they hear it. In class, teachers should praise the disciplined students in time to make other students infected.
When the students answered correctly and completely, the teacher immediately affirmed their performance, saying "You are great", "You are really great", "You are really great", "You are really smart" and "You speak very well". In order to motivate other students, the teacher can seize the opportunity to say, "Who else can say that like him?" If the answer is wrong, give encouragement.
4. Teachers should pay attention to cultivating their own language.
First of all, teachers' language should have children's characteristics, but "children's characteristics" are not children's voices, but should be close to children's hearts. Teachers communicate with children in a language close to childlike innocence. In this way, why not worry about the spring breeze and "nourishing things" nature. How do teachers make their language close to childlike innocence? Pay attention to the words "sweet, slow, short, refined, new and lively".
Extended data:
For a math teacher, the factors that affect work efficiency are work passion, work direction, work methods, choice and use of tools, knowing how to combine work and rest, and good work habits. For managers or enterprises, the factors affecting work efficiency include the implementation of scientific work plans, the introduction of applicable new equipment and efficient time management methods.
Work efficiency generally refers to the ratio of work output to input, which is generally the ratio of the results achieved in completing a task to the time, energy and money used. Output is greater than input, which means positive efficiency; Output is less than input, which means negative efficiency. Work efficiency is an important index to evaluate work ability. Improving work efficiency means that the positive efficiency value is increasing. A person's working ability depends largely on his working efficiency.