1 How to improve the efficiency of mathematics teaching in primary schools
Guide students to reflect and improve in their mistakes.
In actual classroom teaching, teachers don't pay enough attention to the mistakes in students' learning, which often leads to the failure to improve students' learning level quickly, which often becomes an important reason for the failure to improve students' learning ability. In actual teaching, we find that students are not good at reflecting on mistakes in homework, or even can't reflect. The content of reflection in the wrong question is not clear, and how to reflect on the wrong idea is not very clear. Therefore, it is necessary for us to guide students to reflect on their own learning and constantly improve their learning ability in view of the common problems in teaching.
For example, after learning the lesson of "Division by occupying 0", students have basically learned the simple division formula, and they are also handy in doing exercises after class, and they can also get high marks in the process of answering exams. But there are always some subtle mistakes, some are misplaced, and some forget to write the remainder. For these small problems, students can never completely correct them when doing their homework. They think these are all low-level mistakes and often don't get enough attention. This requires math teachers to focus on correcting when doing related exercises, and guide students to make necessary reflections and grow and progress in mistakes.
Introduce the mathematical knowledge learned from real life.
Mathematics comes from life. In classroom teaching, teachers should be good at digging up mathematical materials in life, drawing mathematical knowledge from students' real life, so that students can feel that mathematical knowledge is around, and their real life is integrated with mathematical knowledge itself.
For example, when teaching "Understanding the Circle", the teacher asked the students, "What objects with circles have you seen in your life?" The students gave many examples: the table top of the round table is round, the front of the one-dollar coin is round, the CD is round, and the tires of the car are round. The teacher asked, "Why should the wheels be round, not square and oval?" The student replied, "If the wheels are square and oval, they will not roll smoothly." "Why do round wheels roll smoothly?" Teachers' questions make it difficult for students to make scientific and accurate answers with what they have learned. The teacher introduced a new lesson: "After learning the characteristics of circle today, students will have a clear understanding of this problem." Students enter the new curriculum with a desire to seek answers to questions.
2 primary school mathematics classroom teaching skills
Diversification of teaching methods to promote the development of students' subjective consciousness
Teaching means is the main means to achieve teaching objectives. Traditional mathematics teaching, from concept to concept, teachers only rely on chalk and blackboard to explain, which will inevitably affect the quality of primary school mathematics teaching and the large-scale improvement of students' quality. Therefore, to improve the efficiency of classroom teaching, we must pay attention to the diversification of teaching methods. Contemporary primary school students, in the information age, have a wide range of knowledge and have certain life experience. Under the guidance of teachers, they discover, understand and master some mathematical knowledge through trial and exploration, thus cultivating the spirit of diligent thinking and courage to explore.
Operational learning tools can make the external operation (materialization) of material transition to the internal cognitive activities of intelligence, from image to representation to abstraction, promote the internalization of cognition and facilitate students to form a good cognitive structure. By operating learning tools, students can find the connection point between old and new knowledge, transform new knowledge into old knowledge, solve new knowledge with old knowledge, and assimilate new knowledge into students' original cognitive structure, thus prompting students to establish a good cognitive structure. Multimedia teaching embodies the diversity of teaching methods. Because it inherits the traditional teaching media reasonably, and introduces the modern teaching media appropriately, the two are designed comprehensively and organically, which can not only transmit information accurately, but also feedback and adjust in time to form an optimized media group. In this way, students can see and hear at the same time, with high absorption rate and flexible and solid knowledge, thus improving classroom teaching efficiency.
Several methods to improve the effect of mathematical memory
A lot of mathematical knowledge not only needs students to understand, but also needs students to remember. So, how can we improve the effect of students' memorizing mathematical knowledge? Here are several ways. The first is classified memory. According to the nature, characteristics and internal relations of memory materials, they are classified to help students remember. For example, after learning the unit of measurement, everything you have learned can be summarized into five categories: length units; Area unit; Volume and unit of volume; Weight unit; Time unit. The first four categories include public, municipal and conversion, and the fifth category includes century, year, month, day, minute, second and its forward speed. This classification can easily systematize, organize and memorize complex things. The second is homophonic memory method. This memory method is to use the homophony of some memory materials to remember, which makes students impressed and not easy to forget. The third is the comparative memory method. Some mathematical knowledge is easily confused. We can use the antagonistic relationship of some concepts to grasp the key points in the concepts and compare them, which is helpful for students to distinguish and remember. The fourth is the memory method of songs. It is to compile the mathematical knowledge to be memorized into songs, formulas or jingles for easy memorization. For example, recite the rules of fractional multiplication and division, and you can compose four songs: "Fractional multiplication and division are very clear, numerator and denominator are multiplied, fractional division is different, and divisor is multiplied in turn." In this way, students can not only remember easily, but also remember firmly. The fifth is to understand the memory method. Understanding is an effective and basic memory method. Rich mathematical knowledge is easy to forget by rote, and can only be remembered by in-depth understanding. Therefore, the process of summarizing concepts, properties, drawing rules and deducing formulas must be clear. For example, among all kinds of area formulas, the rectangular area formula is the most basic, and the area formulas of other graphics can be derived from the rectangular area formula. When students understand the process and relationship of derivation, it is easy to remember the area formulas of various figures. The sixth is the regular memory method. That is, according to the internal relations of things, find out the regular things to remember. For example, memorizing metric length units, area units, chemical methods, and polymerization methods that reflect units.
Chemical method and polymerization method are inverse to each other, that is, the numerical rate of high-level units: the value of low-level units; Value of low-level unit = value of high-level unit. Mastering these two laws will solve the problem of chemical polymerization. Regular memory requires students to process and sort out the relevant materials they have learned with their brains, so the memory is firm. Seventh, list memory method. It is to list some confusing memory materials into tables to achieve the purpose of memory. This method is obvious, intuitive and comparative. For example, to remember the differences between the three concepts of prime number, prime factor and coprime number, you can make a table to help students remember. Eight is the key memory method. With the growth of age, students learn more and more mathematical knowledge, so it is a waste of time and a bad memory effect for students to remember comprehensively. Therefore, in order to make students learn to remember the key contents, students can remember other contents through deduction and association on the basis of remembering the key contents. For example, learn the common quantitative relationship: work efficiency × working time = workload. Workload ÷ work efficiency = working hours; Workload ÷ working time = working efficiency. As long as you remember the first quantitative relationship, you can deduce the last two quantitative relationships according to the multiplication and division relationship. This way of memory reduces students' memory burden and improves memory efficiency. Nine is associative memory. It is to remember by thinking about another thing associated with something familiar. For example, from the law of addition and subtraction of integers to the law of addition and subtraction of decimals, from the exchange law and associative law of addition to the exchange law, associative law and distributive law of multiplication. Association can open the floodgate of students' memory and is an effective memory method.
3 How to improve the teaching efficiency of mathematics classroom
Cultivate students' metacognitive ability.
The so-called metacognitive ability is the individual's cognitive ability to his own cognitive activities. It is an advanced psychological ability and the ability to learn how to learn. It is an effective way for students to learn to learn to learn by regulating students' cognitive activities through metacognitive guidance and realizing self-awareness, self-evaluation, self-monitoring and self-regulation in learning activities. Specifically, we can work hard on exams, answering questions, exams, and student reflection. Teachers should teach students how to examine questions, how to answer questions, how to check and how to reflect. Inspection is an indispensable link to prevent the omission of answering questions and correct mistakes. Check carefully and be patient.
First, check the requirements of the topic, check whether the numbers, units and symbols are copied wrong, and then check whether the answering process is standardized, whether it is known, solved and confirmed to meet the requirements, and whether it is copied wrong; Finally, check whether the answer is correct, whether there are any mistakes or omissions, and whether the answer is complete. In addition, check whether there are any omissions in the topic. Reflection is a review of the whole problem-solving process. Reflection should not only review the knowledge base and thinking process of solving problems, but also reflect on the different methods and enlightenment of solving problems. Examination is the last link of homework, and reflection is the summary and improvement after learning. Both of them are concrete ways to develop students' metacognitive ability, which are not only necessary conditions to overcome carelessness, but also play an important role in cultivating students' good psychological quality.
The effectiveness of extracurricular exercise during holidays.
Classroom practice is an important part of new teaching. Classroom exercises should not only deepen students' understanding of this lesson and consolidate what they have learned in class, but more importantly, let students master the scientific methods of learning this lesson. Teachers should work with students to sum up the knowledge points of this class through classroom exercises, and use new mathematical thinking methods to make the problem-solving methods clearly and firmly stay in students' minds, so that classroom exercises can correctly reflect the laws of mathematics, and achieve the purpose of optimizing psychological quality and improving mathematical cultivation. Therefore, classroom practice teachers should give detailed, in-depth and concrete explanations, so as to truly achieve the purpose of summing up both knowledge and learning methods.
Classroom practice is the best way to strengthen knowledge consolidation and application. Pupils' learning stability is poor, they tend to show fatigue in a class, and their thoughts are often not concentrated in the process of consolidation. Only by constantly changing the form of practice and constantly giving students new stimulation can we maintain vigorous energy. Therefore, teachers should turn abstraction into concreteness in classroom exercises. Through entertaining practice, they can easily consolidate what they have learned, thus effectively stimulating students' learning mood of wanting to do and enjoying learning, truly reducing students' burden, improving students' quality, and thus achieving the purpose of effective teaching. For example, students can make up multiple-choice questions, fill-in-the-blank questions or answer questions orally in various forms and situations in mathematics classroom practice, and then other students will judge whether the answers are correct and give appropriate praise and encouragement.
4 How to improve the teaching efficiency of primary school mathematics classroom
Optimizing teaching methods and stimulating students' interest in learning are the fundamental guarantee to improve classroom efficiency.
"Interest is the best teacher." Only when students like math class can they keep vigorous energy in the whole class, keep their thinking active all the time, and make every minute in class an effective study time. For junior high school students, it is particularly important to stimulate interest. Therefore, stimulating and cultivating students' interest in learning is the fundamental guarantee to improve efficiency. Creating problem situations can stimulate students' interest in learning, which is conducive to stimulating students' interest in learning mathematics and their desire for knowledge, and mobilizing students' enthusiasm for learning mathematics. Therefore, in the teaching process, we should not only consider the characteristics of mathematics, but also create problem situations that students like according to their age characteristics to stimulate their interest in learning. In the classroom, teaching methods should be diverse and colorful. A variety of ways are organically combined to provide students with time and space for hands-on practice, independent inquiry and cooperation and exchange. When preparing lessons, we should set up teaching links such as problem scenarios, independent thinking and group discussion, and try our best to achieve "student-student interaction and teacher-student interaction" in the classroom.
As the saying goes, "There is no fixed method in teaching, but the proper method is the most important thing." As long as it can stimulate students' interest in learning and improve their enthusiasm for learning, any method is good. Teaching process is the key to improve the efficiency of mathematics classroom teaching in primary schools. Several basic elements in the process of primary school mathematics teaching are to determine the teaching objectives, determine and organize the teaching contents, choose the structure and organization form of classroom teaching, and choose the teaching methods and means. Therefore, teachers should choose teaching methods scientifically and reasonably, and pay attention to four principles: inspiring principle, vivid principle, autonomous principle and teaching students in accordance with their aptitude. Heuristic principle means that methods should be good at stimulating students' learning initiative and inspiring their positive thinking; The principle of vividness means that the method should be artistic, attractive and infectious; The principle of autonomy means that the method should let students take the initiative to participate and fully reflect the students' dominant position; The principle of teaching students in accordance with their aptitude is to deal with the relationship between the whole and the individual. There are many kinds of classroom teaching methods, different contents, different class hours and different teaching methods. At present, only one teaching method is rarely used in a class, and the single use of a certain teaching method is not conducive to the development of students' intelligence. Therefore, in mathematics teaching, we should make the best combination of various teaching methods to be flexible, interesting and effective, reflecting the characteristics of the times and teachers' style. Only in this way can the teaching methods be scientific and the teaching efficiency be improved.
Clarify students' dominant position in teaching activities and improve students' initiative in learning.
In order to respect students' dominant position in mathematics teaching activities, teachers need to let students have enough activities and practical opportunities in mathematics classroom activities, so that students can use their hands and brains in class. For math topics and knowledge points, students can draw conclusions and results through exploration, and teachers should talk as little as possible or not. Students can explore the correct result of the problem through group discussion. After summing up, teachers can also encourage students to continue to think about problems from multiple angles, give full play to students' initiative in learning, try to solve problems in various ways, boldly imagine and reason, and strive to find unique solutions.
For example, before I lead students to learn the 24-hour clock method, I can arrange some practical activities for them in advance before class: in life, I collect the phenomenon of "24-hour clock method" that I have seen, and students exchange and discuss it in class. Give full play to students' main role in classroom teaching, and understand the difference between ordinary timing method and 24-hour timing method through discussion among students and guidance of teachers. Teachers should further guide students to learn to use the knowledge of time to solve practical problems, such as: mom goes to work at 8 am and leaves work at 4 pm. Can you work out how long mom works a day? Encourage students to solve problems through various channels and enhance their initiative in learning.