The method of optimizing mathematics classroom teaching in primary schools: 1. Explore new classroom organization forms.
Large-scale classroom teaching is conducive to teacher-centered explanation, but not to student-centered autonomous learning. It is difficult to really put students at the center of learning without changing the long-term organization of large-scale classroom teaching. To this end, we should actively explore the organizational form of combining classes, groups and individuals with various learning methods, focusing on strengthening the learning method of group discussion and relatively weakening the learning method of large-scale classroom explanation. In this class, students are provided with sufficient space for independent activities and opportunities for extensive exchange of ideas, and students are guided to explore independently, learn from each other and boldly express innovative opinions.
In the process of exploring the reform of organizational form, we deeply realize that it is an arduous task to cultivate students' ability to discuss problems, practice and cooperate with each other. We should not only have the kindness of teachers, but also have scientific guidance methods, establish incentive mechanisms and well-organized management measures to adapt to students' psychological characteristics. After good training, students can give full play to their learning potential and management ability in the group. The backbone members of the group can not only organize students together well, but also grasp the direction and depth of discussion, which greatly improves the teaching efficiency.
With the change of classroom organization, the leading role of teachers is more important. This is mainly manifested in the design of teaching scenes that can arouse students' enthusiasm for learning, and the timely and appropriate grasp of "temperature" such as guidance, explanation, dispelling doubts and theoretical sublimation in the learning process. Therefore, teachers are required not only to have solid and generous basic knowledge, but also to have high teaching wit, teaching art and moral cultivation. We also have this lesson: the teacher has done a lot of work, and the enthusiasm of students to discuss problems has been mobilized. The teacher asked a lot of questions and didn't know how to end it. There was a phenomenon of "temporary prosperity" and "flashy". The more open students' learning is, the more important the leading role of teachers is. How teachers play a leading role is the key to the success or failure of classroom teaching reform.
Second, gradually implement inquiry and discussion teaching methods.
Regarding the reform of teaching methods, a very important issue is the change of ideas. At present, many teachers still regard the teaching process as a process in which students "accept" book knowledge. To be more specific, the teacher makes the contents of the book clear, or asks questions clearly, and the students carefully remember that they can finish their homework on time to cope with the exam, even if they have successfully completed the teaching task. In doing so, we have actually lost all the "invisible" and precious things-curiosity, thinking method, exploration spirit, and especially the cultivation of innovative consciousness. Through exploration, we realize that the teaching process should be like this: in the problem scenario designed by the teacher, students are closely attracted by the problem, consciously and wholeheartedly engage in learning activities, concentrate on thinking, communicate sincerely, sometimes confused, sometimes happy, and independently complete the construction of knowledge in the ups and downs of emotional experience. In this learning process, students not only have a deep understanding of knowledge, but also "create" methods to acquire knowledge and experience the pleasure of acquiring knowledge. At the same time, in the harmonious and sincere communication, fully display their personality and talent.
On the basis of this understanding, we gradually promote exploratory and discussion learning methods. It is realized from three aspects.
1. creatively organize mathematical intelligence activities based on the reality of students and teaching content.
Let students construct knowledge, learn methods and increase their wisdom in the experience of real thinking and innovation. The intellectual activity mentioned here is to create a practical activity that allows students to operate, observe and think independently, to stimulate students to learn and innovate independently, to complete the information processing process through group communication, and to turn knowledge into students' own spiritual wealth.
2. Really establish the idea that students are the main body of teaching activities.
This sentence is easy to mention as a slogan, but it is not easy to really implement it in the classroom. First of all, teachers must change their roles from authoritative lecturers to good friends and instructors who discuss problems with students. After a long period of experiment, exploration and summary, we feel that to solve this problem, we should completely change the traditional classroom teaching structure and establish a new classroom teaching structure.
The initial teaching idea of the experimental class is "problem scenario-operation, discussion, communication-summary, application and expansion". After repeated practice, good teaching results have been achieved. For example, in the review class, the teacher systematically combed the knowledge, and the students finished some corresponding exercises and summarized it after listening, even if the review was over. For many years, the reform of review course has been a difficult point. However, in our experimental class, we have greatly changed the previous teaching methods. The context of knowledge is arranged by students in groups, and exercises are designed and communicated with each other under the guidance of teachers. Let's have a review lesson on fractional application problems. Students use tables, branch diagrams, maze diagrams and physical diagrams to express their ideas. No matter which form, it clearly reveals the knowledge connection and problem-solving law of this unit. In the process of communication, students are also allowed to ask and answer questions, and the key links can be illustrated by examples. In particular, a group designed a colorful tree diagram, using roots, stems, branches and leaves to show the internal relations and basic laws of fractional multiplication and division application problems in knowledge and problem-solving methods, so as to master the knowledge base of this unit in front of everyone. Coupled with clever exercise design, it won the unanimous praise of teachers and classmates, making this review lesson interesting and profound. The outstanding performance of students in learning potential and learning methods has profoundly educated teachers.
3. Actively create a natural and harmonious learning atmosphere, so that students can open their hearts and participate in learning activities.
Children are lively and active by nature, willing to learn knowledge in games and activities, and have a strong thirst for knowledge. However, in the traditional classroom, the enthusiasm for learning is often suppressed by the overly serious rhetoric of "discipline" and "stereotyped writing". In order to change this situation, we advocate that teachers should do three things well: first, ensure that students have a relaxed atmosphere when discussing problems, and if necessary, they can lower their posture, regroup and even argue loudly; The second is to understand childlike innocence and let students express their thoughts and exchange opinions in natural and childlike language; The third is to encourage students to ask questions boldly and express their unique opinions. In this way, students and teachers can be greatly liberated, and the classroom presents a new scene of positive, natural and harmonious.
Methods of Optimizing Mathematics Classroom Teaching in Primary Schools Ⅰ. Students' Interest in Learning
Students hate boring courses most. Teachers should master students' learning psychology and try their best to pursue interest, vividness, vividness and effectiveness on the premise of ensuring the scientific teaching. In the teaching process, pay attention to stimulate students' interest in learning and help students master knowledge better and faster. First of all, it should be closely combined with the teaching content to attract interest and prevent grandstanding. Secondly, we should pay attention to the transformation from direct interest to indirect interest, cultivate the persistence of learning interest through competitions, games, questions and other forms, and pay special attention to mobilizing students' interest in asking questions. Before the end of each class, we should arrange special time for students to ask questions, so that students can develop a good habit of being suspicious and good at asking questions from an early age. Finally, interest should run through the teaching process, so that interest is born at the beginning of class; The class is going on and I have a strong interest; Class is over and the fun is still there. Let students keep a good learning attitude and study happily.
Second, the teaching content
Teaching content is the core element of the teaching system. Every class, every teaching level (unit), teachers should have clear and specific teaching content.
1. Determine the teaching objectives
Teachers should be clear about what knowledge to teach in a class, what content students should master and to what extent. Too high a requirement will dampen students' enthusiasm for learning, while too low a requirement will hinder students' intellectual development. Therefore, we should control the teaching goal to the nearest development zone for students? Promote the development of students' thinking. For example:? 100 plus or minus? In this part, the teaching goal of the first class can be determined as to let students learn the calculation method of adding and subtracting one digit from two digits (no carry, no abdication), master the addition and subtraction operation of the same digit, guide students to introduce the method of adding and subtracting one digit from three digits, and cultivate students' ability to expand their knowledge.
2. Control the teaching content
The teaching content is a complete, orderly and developing system. The teaching content of each level must be arranged around the realization of teaching objectives, excluding the content unrelated to the objectives. In teaching, the teaching content is always broken down and scattered in various classes. Teachers should arrange the teaching content of each class reasonably on the basis of overall planning. Therefore, classroom teaching must teach students a scientific and reasonable knowledge structure, so that students can master the rules and acquire skills that can be used for life. As long as we grasp the main and essential things of the teaching content, the teaching objectives of each class can be concentrated, specific and accurate, and the core teaching tasks can be completed in limited 40 minutes.
3. Control the teaching process
Teaching process is a process of information circulation between teachers and students, and it is also a process of teaching information control for the purpose of achieving teaching objectives. In the final analysis, it is the process of students' cognitive development. Teachers should keep abreast of students' learning activities, pay attention to the detection of effects, collect information feedback, deal with feedback information in time, and send out control information, so as to find problems in time, adjust teaching measures and ensure the full realization of teaching objectives. The adjustment of teaching process should ultimately be reflected in the self-adjustment of students' learning process. Teachers must be sensitive to students' feedback information, judge accurately and evaluate in time.
Third, the learning process of students.
Controlling students' learning process is the key to successful teaching. A complete learning process is essentially a process in which students absorb and output information, know whether it is correct or not through feedback (evaluation), and adjust themselves. When the teaching process conforms to students' cognitive laws, students' interest in learning can be fully stimulated, knowledge content can be better understood, and the predetermined teaching objectives can be achieved. If the learning process violates the cognitive law, the teaching effect is definitely not good. Teachers should divide students' learning process into three stages: observation, experience and perception. Thinking, induction and abstraction; Application and development. According to the teaching experience, teachers should take corresponding countermeasures to prevent students from forming wrong ideas or possible learning obstacles in the learning process and eliminate learning obstacles. For example: Know pi? First, let the students prepare some circular pieces of paper with different lines and sizes. In class, let the students wind the line around the circumference of the paper, then straighten the line and measure the diameter of the circle. Students will find that no matter what the size of a circle is, its circumference is always a little more than three times its diameter. Approximation of. The teacher will explain the research and determination of mathematicians in past dynasties. The approximate value of is about 3. 14. After students understand the knowledge of pi, let them calculate pi and solve specific problems. This is in line with students' cognitive law and can achieve better teaching results.
Fourth, the depth of teaching
The so-called teaching depth is actually the degree of students' mastery of what they have learned, that is, the teaching of each class will eventually achieve the teaching objectives, which is the basis for optimizing classroom teaching. To control and master the teaching depth, we must have clear objectives, conform to the requirements of the teaching syllabus, conform to the teaching materials and students' reality, and be targeted. All the teaching activities in the classroom closely revolve around the teaching objectives. Therefore, when preparing lessons, teachers should accurately find out the content of this lesson, the knowledge points and ability points that students should master, and determine the basic teaching objectives. If there is no need to expand and deepen, there is no need to extend, otherwise it will exceed the requirements of the syllabus, increase the burden on students, and fail to achieve good teaching results.
Verb (abbreviation of verb) teaching time
The content of a class should be completed in 40 minutes. Teachers should adjust the teaching process and allocate teaching time reasonably according to the class type and students' physiological and psychological characteristics. The teaching goal of the whole semester should be achieved within the time stipulated in the syllabus of nine-year compulsory education, and it must not be relied on. Overtime? To achieve. Therefore, we should constantly improve the teaching methods and improve the teaching efficiency of 40 minutes. In the teaching unit time, the amount of knowledge that students can learn in each grade is different, even in the same grade at different times or in different classes. Like freshman year, you know? /kloc-a number within 0/0? Generally, one class is controlled at 1? Two numbers are good. Second semester? Numbers within 100? You can finish it in one or two classes. And you met him in the second grade? Numbers within 10 thousand? By revealing the reading and writing rules of numbers, students can learn by using existing knowledge. Obviously, the amount of knowledge is gradually increasing. The control of teaching time is mainly to prevent the time from being too tight or too loose. The control method is to estimate the teaching time accurately and leave a little room.
Sixth, the quality of students' practice.
Exercise homework is an important part of teaching, and objective existence not only helps students consolidate and apply basic knowledge, but also helps students develop their intelligence and improve their ability. Exercise homework can't win by quantity, but by quality, so when standardizing students' exercise homework, we should pay attention to:
1 quality control
Exercise homework must be targeted and inspiring, so that every exercise can be learned. This requires attention to the difficulty of practice, neither too difficult nor too easy. We can also design exercises at different levels according to students at different levels. Teachers should carefully design the arrangement of exercises and homework. Exercise homework design must be purposeful, centering on teaching objectives, which is helpful to consolidate the foundation, highlight the key points, break through the difficulties and develop students' thinking ability. At the beginning, you can do some low-difficulty exercises to let students of different levels master basic knowledge and skills, with basic questions as the mainstay. Finally, the knowledge that will appear later can be infiltrated into the practice, so as to reduce the slope of the follow-up study, make students gradually digest the knowledge, deepen it layer by layer, and promote the development of students' intelligence.
2. Quantity adjustment
We should win more with less, and avoid engaging in sea tactics. Extracurricular homework should be strictly controlled within the time specified in the teaching plan, so as to really reduce students' excessive academic burden. Otherwise, students will be afraid and tired of learning, which will affect the quality and effect of homework.
To sum up, teachers should actually track the process of students' cognitive activities, know the information they output in time, which have achieved the teaching objectives, which have not yet achieved the teaching objectives, and what are the difficulties in teaching, so as to control the teaching in time during the teaching process. In addition, teachers should understand students' learning emotions, intelligence and non-intelligence factors in order to teach students in accordance with their aptitude.
In short, in teaching practice, we should make clear the teaching objectives, scientifically design teaching procedures, flexibly use and optimize the combination of various control means according to different teaching contents and different learning objects, and control the teaching process timely and dynamically, so as to give full play to the overall function of teaching and realize the optimization of classroom teaching effect.