(1) ignores the characteristics of students' development and pays insufficient attention to cultivating pupils' perception of mathematical problems. When primary school students learn mathematics, many concepts are abstract and vague. This requires first of all to establish a good representation in students' minds, so that students can try to perceive, develop and explore themselves, and establish a new cognitive mechanism, so that students can truly understand the connotation of knowledge and the essential attributes of concepts, which requires cultivating primary school students' mathematical perception ability. However, in the actual teaching activities, some teachers ignore the development characteristics and acceptance ability of students at this stage.
(2) Classroom teachers play a leading role, and students lack autonomy and innovation. At present, one of the major drawbacks of mathematics teaching in primary schools is arrogance. Some teachers become veritable "lecturers" as soon as they get on the platform. They have a class from beginning to end, and they will only talk first for fear that they will not talk enough.
(3) Pursue the diversity of forms blindly, which is flashy. Understandably, the teaching process is inseparable from certain forms and means. Especially in primary school teaching, it is very necessary to concretize, visualize and live abstract problems with the help of appropriate forms, but blindly pursuing forms without paying attention to actual results will often distract students' attention and affect teaching time and efficiency.
(4) The heavy burden makes primary school students afraid of math learning. The burden of primary school students' mathematics learning is manifested in: (65,438+0) The teachers in class follow the book, making it difficult for students to listen to or not listen to the boring math class, and assigning homework after class, which makes students tired of coping. (2) Some teachers always feel that the content of primary school textbooks is too shallow, and there is no "coach", so they can improve the teaching difficulty at will by their own temperament, or advance the content of senior grades to lower grades, or advance the content of junior high schools to primary schools. With the increase of difficulty, teachers feel that they have talked a lot, but they have seriously increased the burden on students. (3) With the increasingly fierce competition in all aspects of society, schools and parents have higher and higher expectations and higher requirements for their children. The pressure of primary school students is also increasing, and primary school students have different degrees of psychological anxiety.
I hope it helps you.