How to improve the quality of mathematics classroom teaching in primary schools 1 Teacher-student harmony
Teacher-student relationship is the most basic and important interpersonal relationship in the process of education, and good teacher-student relationship is the basis of harmonious mathematics classroom teaching. Strive to create a good learning environment and create a harmonious learning atmosphere. Teachers should pay attention to establishing an equal, democratic and cooperative relationship between teachers and students, and attach importance to positive and harmonious emotional communication between teachers and students. In this kind of emotional communication, students show full expectation and trust in teachers, and it is easier for students to transfer this potential emotional awareness to the subject content taught by teachers, thus forming a positive learning mood.
1. Bring a smile into the classroom
In class, give children more smiles and more care, so that every child can feel that the teacher likes him and learn the lessons taught by the teacher well. Students use their mouths, hands and brains in the learning process, so that they can actively cooperate and communicate in group activities and find opportunities for students to express themselves. In students' performances, teachers create a positive and happy teaching atmosphere and give full play to the positive and pleasant role of emotional education.
2. Bring encouragement into the classroom
In teaching, teachers should emancipate their minds and help students build up self-confidence. Self-confidence is a necessary condition for students to make progress and succeed in their studies. Teachers should pay attention to building students' confidence in learning and often encourage and praise them. Everyone likes compliments from others, which is a kind of nature. People often say that a good boy likes to brag. Teachers should be good at discovering the "bright spots" in students, overcoming shortcomings with advantages and overcoming negative mentality with positive mentality. Often a teacher's casual praise will open another world for students. In teaching, I am not stingy with the language of praise. As long as the students have a little achievement, I will praise them in time. Teachers' moderate praise and timely affirmation of students can help students build confidence in learning mathematics well, generate positive beliefs in learning mathematics well, and help students form good self-motivation psychology.
3. Bring democracy into the classroom
It is very important to build a harmonious classroom and bring democracy into the classroom. Only when students learn in a democratic and harmonious classroom atmosphere and feel comfortable can they dare to think, speak, ask, do, innovate and create. In the classroom, only by giving full play to students' main role, being democratic to students and putting an end to "centralized teaching" and "cramming teaching" can the classroom atmosphere be activated and the sparks of students' wisdom be ignited.
Second, improve the quality of teaching in a harmonious atmosphere
"Teaching" and "learning" are two basic elements of classroom teaching, and their perfect unity is the foundation and core of harmonious classroom teaching. Teachers create the best learning environment according to the content of teaching materials, reproduce life to a certain extent, and let students stay in specific situations and truly experience emotions. We math teachers should understand and grasp students' psychology, care, respect and appreciate every student, pay attention to students' learning emotions and create a harmonious math classroom.
1. Change? Willing to learn? For what? Good at learning?
In teaching, the more students learn, the more they want to learn, the more they love learning, and the better they learn. The new curriculum reform advocates that classroom teaching is not a process of knowledge transfer, but a process of student development; Not the teaching process of teachers, but the learning process of students; It is not the process of teaching by teachers, but the process of learning by students.
2. change? Want me to learn? For what? I want to learn?
We should attach importance to students' emotions in teaching, and strive to create an active and lively atmosphere of being willing to learn and being good at thinking, so that students can establish a positive attitude of being willing to learn and change "I want to learn" into "I want to learn". When introducing knowledge, we should pay attention to stimulate students' curiosity and arouse their interest in learning. For example, "a number is divisible by 3", first say to the students: "Today, we have a teacher-student competition. You just give the teacher a number, and the teacher will know immediately whether this number can be divisible by 3, whether it is a divisor of 3 or a multiple of 3. " The students gave the teacher a number one by one, and the teacher immediately answered that the number was divisible by 3, and the teacher got it right. The students want to know why the teacher has such fast verbal skills. At this time, it is the best time to reveal new lessons. Students, today we are going to learn the characteristics that can be divisible by 3. Teachers are between students' original knowledge and today's new knowledge. It creates a situation in which students want to understand, but can't speak, to reveal new lessons, to introduce students' interest into high emotions, to make them devote themselves to the exploration of knowledge in an excited and enthusiastic state, and to change "I want to learn" into "I want to learn".
3. change? Study? For what? Can you learn?
Teaching is not simply giving, but more importantly, guiding students to get it. In teaching, teachers should change the past practice of only letting students master knowledge and ignoring the process of knowledge formation. Teachers should not only let students know the concepts, conclusions, laws and laws of knowledge, but also guide students to explore how these concepts, conclusions, laws and laws are formed, so that students can participate in them, think with their brains and understand the whole process of knowledge formation. This new structure and new learning process of teachers' guidance and students' active exploration is conducive to cultivating the logic and flexibility of students' thinking ability.
In order to make classroom teaching more effective and harmonious, we must coordinate the relationship among teachers, students, teaching contents, teaching methods, teaching situations and other factors, so that classroom teaching can be carried out in a relaxed and happy atmosphere and harmonious. Harmony is not only the guiding ideology of education and teaching, but also a dynamic optimization process, and it is also the ultimate goal and the highest realm that our primary school mathematics classroom teaching should pursue.