Curriculum reform, like spring thunder, has produced a huge shock wave to traditional classroom teaching. The classroom is undergoing profound changes, and it is more energetic, angry and energetic. Children often have their own opinions and make people happy. I think that mathematics classroom teaching must start with changing students' learning attitude and emotion, so that students can change from mechanical passive learning to creative active learning. I combine my own practice and talk about some experiences:

First, create a situation to stimulate interest

According to the teaching content, combined with students' real life, the abstract, single and boring knowledge in the textbook is used to stimulate students' learning motivation and desire through familiar and favorite situations around them, so that they can easily learn knowledge in the created situational activities.

For example, when I teach Finding a Position, let each student tell me his position in the classroom, the teacher's position in the classroom, and his house number. And say what it means. Then let students use what they have learned to solve how to find a seat in the cinema, so that students can apply what they have learned and enrich and develop what they have learned. When teaching "compare height", I asked the students at the beginning: "Who wants to compare height with the teacher?" It has created a teaching scene in which teachers and students compete for height. Then let the students discuss how to compare with the height, express their opinions freely, and then guide the students to observe how the teacher and classmates compare. If the teacher is sitting and the students are standing, what will your answer be? Let students master the method of comparison, and then let them compare their heights with each other, so as to make the teaching content more problematic, interesting, open, different and practical.

Second, find problems and ask questions.

In mathematics teaching, we should cultivate students' ability to ask questions. Mathematical questions can be raised directly in mathematical situations, or students can be asked to ask situational questions around the situations created by teachers. The emergence of problems can play a guiding role in our teaching, and sometimes we can determine the knowledge focus that needs to be solved in this class according to the questions raised by students. For example, when teaching "two digits minus one digit (no abdication)" in the first grade, the situation of three children shown in the textbook is more than whose card they have. By observing the situation map, let the students ask some math problems, some of which are to be solved in the next few classes. Now that the problems have been thrown out, I should ask the students, "How many of these problems can you solve? Give it a try. " Students play independently according to their respective levels. Through the practical feedback of students at different levels, the difficulties to be solved in this class are drawn out, so as to better complete the teaching objectives of this class. In this way, students will have the motivation and desire to explore independently, and at the same time, they will really feel that learning mathematics is useful.

Third, explore independently and solve problems.

"Mathematics Curriculum Standard" points out: "Independent exploration, cooperative communication and hands-on operation are important ways for students to learn mathematics." However, this does not rule out the teachers' necessary explanations and students' meaningful acceptance. Don't go from the extreme of "cramming" to the other extreme of "dare not say". In order to advocate the learning mode of "autonomous inquiry", autonomous learning is the premise and foundation of inquiry. In students' inquiry activities, only when students are suspicious and have no way out in their studies should teachers give him an immediate instruction and give him a feeling of "a bright future". For example, in the teaching of "Understanding Objects", I adopted the form of activity class, so that students can learn while playing in groups, and have a preliminary understanding of cuboids, cubes, cylinders and spheres. The students prepared many boxes, building blocks, toys, chess, cylindrical spools, table tennis and so on before class. In fact, they perceived these objects in the process of collecting school tools. In class, I first created the situation of meeting new friends, and made objects and plans of cuboids, cubes, cylinders and spheres. Ask the students to help them find a home and send them home. In the process of helping them find a home, students further observe and compare, and also cultivate their practical ability. Then ask the students to draw some figures on white paper around different three-dimensional figures such as cuboid, cube and cylinder. After painting, the teacher asked: Is the figure you drew the same as the object in your hand? What is the difference? Let the students discuss in groups. Before the discussion, the teacher put forward clear requirements: ① Observe carefully. What did you find? 2 talk about your thoughts in the group. In this way, students can discuss in groups, and teachers can learn about the discussion of each group when they patrol, and then let each group send small representatives to express their views. Through group discussion, they have some understanding and views on why they are different and what is different. In this way, students can find out the difference between three-dimensional graphics and plane graphics through their own hands and brains, realize that plane graphics are one side of three-dimensional graphics from the perceptual point of view, and have a preliminary understanding of plane graphics.

Fourth, independent practice and scientific application.

Although the new curriculum pursues students' active and happy learning, the double foundation can not be ignored. Therefore, after the end of new knowledge, independent scientific practice is an indispensable part in order to consolidate what has been learned. Through practice, we can digest, understand and consolidate the new knowledge we have learned; Practice can improve the formation of students' problem solving skills; Through practice, let students feel the position and role of mathematics in life. Autonomous practice is to let students choose questions suitable for their own level for targeted practice. Sometimes, students can use their mathematical knowledge to solve problems in life, such as RMB, and measure the length, height and width of objects with a scale. All exercises should be applied and scientific.

Under the new curriculum reform, teachers must have new curriculum ideas, teaching methods and strategies. In classroom teaching, students should be liberated from the learning process of "absorption-storage-reproduction" and turned to "exploration-mastery-creation", so as to emancipate students' minds to the maximum extent, create opportunities for independent thinking, free students' space and provide opportunities for self-expression, so as to realize "teachers' creative teaching and students' independent exploration"

My ideal math class can be summarized as "six points".

First of all, we must be "clear"

Clear knowledge, clear methods, clear thinking, clear links and clear starting points. In a word, math class should be a "clear line", not a "fuzzy piece". This is not the proper feature of mathematics class, which should have a "mathematical taste". Second, be "new"

This kind of math class is novel in content and method, and it is more attractive and worth discussing.

Third, be "alive"

In other words, a good math class should be flexible in methods, active in students' thinking, flexible in teachers and students, and open in class.

Fourth, be "real"

Live and be real, live and not be chaotic, and the knowledge, methods, skills, emotional attitudes and other aspects of the implementation can be implemented. I always think that if a math teacher can make your class "vivid and practical", then you are a very good math teacher.

Fifth, be "odd"

That is to say, math class should be as "unexpected and different" as possible. Of course, this is a very difficult thing, and there is no need to unilaterally pursue "being different", but as a seminar class and an observation class, everyone always wants to hear some innovative and thoughtful classes. If you take a class and design some links, everyone will be used to it for a long time, and others will do the same. He may think that you are nothing special, just like everyone else. Therefore, I have always adhered to the seminar's viewpoint of "not seeking perfection, but seeking discussion value". I don't really like some slow and mindless classes.

Sixth, "atmosphere"

First of all, it is reflected in your goal orientation and textbook processing, which requires you to understand the whole knowledge system of mathematics textbooks, and be able to process and organize textbooks condescendingly without being bound by textbooks. Secondly, your teaching design should not be too detailed, but should be a plate-like and fluid overall thinking, not limited to some small links. Finally, your classroom control ability should be strong. No matter how the students play it, you can have the means and ability to play it freely.

Of course, these are just my superficial views, and there may be some extremes and shortcomings; Besides, it is easier said than done. I am far from my ideal classroom, and I just take it as a goal in my heart to pursue. I also hope that everyone will criticize and correct the shortcomings.