(A) teachers should be good at using questions, questions and questions to stimulate students' thinking and expression.
Students are the masters of the classroom. How to motivate them to study actively? This requires each of our teachers to think. In math class, we should be good at using questions, questions and cross-examination to arouse students' thinking and expression. For example, in the review part, my operation in class is: What is the ratio of pigs to apples? Look, a pig corresponds to an apple, and each pig corresponds to an apple. What about pigs and apples? Such guidance leaves students with little teaching space. When discussing with Director Han, Director Han reminded me that since we are reviewing old knowledge here, we should first give students more space for independent observation, and then ask "Who is this?" What did you find? "The effect of asking questions, questioning and rhetorical questions is definitely much higher than that of telling. For another example, when I showed the magnetic buckle and compared the parts with the same number of rings in the Obana snow cover, I asked, "How many parts does Xiaohua have?" One student quickly said, "Seven." I immediately asked, "You didn't count, how do you know it was seven?" She said, "Because this is the same part of Xiaoxue in Obana, Xiaoxue has 7 on its cover, and this part of Xiaohua is also 7. "The questions here are very valuable, and students can shift their attention from simply focusing on numbers to the fact that this is the same part of Obana Xiaoxue. Timely questioning, questioning and rhetorical questions are like a small stone. Although it is "small", it can arouse "a thousand waves"!
(2) Pay attention to the design of exercises, and the selection and presentation of exercises in class should be targeted and hierarchical.
In this lesson, I chose four exercises (doing one thing and questions 5, 7 and 9 on page 23), all of which revolve around the practical problem of "how much to compare" The pertinence is very good, but the hierarchical design is slightly insufficient. After class, I think it would be better if the presentation of the exercises could be changed to the following design: 1, do it. The correct formulation. Let students be primary school teachers. What do you mean by 15? What does 9 mean? 2, page 23, question 5, you can ask again, "How many boxes were picked up in the afternoon than in the morning? How many boxes are there between morning and afternoon? " On page 23, question 7, you can show two bees first and let the students say what they know. Can you ask some math questions? First show two conditions for students to ask questions, which can reduce the difficulty and cultivate students' ability to observe, analyze, understand and ask questions. Question 9 on page 23 (there are three conditions) also shows the conditions first. The teacher asked a question and asked the students to ask different questions. Compared with question 7, this presents another difficulty.