Practice is an important part of students' learning activities. It is an important means to master mathematical knowledge, form mathematical skills, cultivate the ability to solve mathematical problems, develop students' intelligence, and also an important way to cultivate students' innovative ability. Mathematical practice plays an irreplaceable role in the construction of mathematical knowledge.
At present, there are still many problems in the design of mathematics exercises in primary schools. For a long time, many teachers have been influenced by the idea of "speaking a lot and practicing, practicing without saying anything". The arrangement of exercises is often mechanical repetition. Classroom exercises are the repetition of examples, and extracurricular assignments are the repetition of classroom assignments, and then students are given a lot of mechanical repetitive exercises. Especially today, when quality education is advocated, it not only increases students' homework burden, but also violates the law of reducing students' education and teaching burden and cultivating students' all-round development in morality, intelligence and physique. Also, due to the stubborn influence of exam-oriented education, the form of homework design is single, and too much attention is paid to written homework, while the training of students' practical operation ability is neglected. In addition, many teachers have a one-sided understanding of math exercises and overemphasize the consistency between exercises and textbooks. Most of the exercises are closed exercises with clear conditions, single thinking and clear conclusions. Such exercises make students lack personalized thinking, which is not conducive to the development of students' thinking. So, how to improve the effectiveness of primary school mathematics practice design?
Interest is the best teacher, and interest is the motivation for students to learn knowledge. Interest refers to people's psychological tendency to acquire knowledge, explore things or engage in certain activities. Students' interest in learning refers to a positive emotional state that shows strong interest in what they have learned, willingness to learn and willingness to explore. Mr. Lu Xun once said: "Learning without interest is tantamount to slavery. Where there is no interest, there is no wisdom and inspiration. " Therefore, it is very important to stimulate students' interest in learning.
Effective teaching theory holds that ineffective teaching is worthless teaching, even harmful teaching. The concept of effective teaching is mainly embodied in the following three aspects: 1. Promoting students' learning and development is an effective fundamental purpose and the only criterion to measure the effectiveness of teaching. 2. Stimulating and mobilizing students' learning initiative, enthusiasm and consciousness is the starting point and foundation of effective teaching. 3. Providing and creating suitable teaching conditions and promoting students to form effective learning are the essence and core of teaching.
Therefore, the implementation of effective classroom practice design can be arranged as follows:
First, targeted practice design. Different teaching contents have different emphases and difficulties. According to different contents, starting from the current situation of the class, grasp the teaching objectives of a class and focus on the key contents. For the difficulties, we should not only grasp the key, but also disperse them appropriately. The exercise form can be as follows:
1, special exercise. In the teaching process, we should make great efforts to arrange special exercises for the key points that students can't understand. For example, to teach equations, we must first understand the meaning of equations. In order to break through the key points and disperse the difficulties, special exercises can be conducted to add, subtract, multiply and divide the same numbers (except 0) on both sides of the equation at the same time. You can also arrange it when you calculate orally. But after practice, in order to achieve the ideal effect, there must be intensive testing.
2. Confirm the exercise. In the new teaching, let students guess first, then verify, and master knowledge in students' independent verification exercises, thus breaking through the key points and difficulties. For example, when teaching the addition and subtraction of fractions with the same denominator, let the students guess first, then let the students draw a picture, think about it, calculate it, and draw a conclusion.
3. Reflection exercises. In the process of teaching, it will improve the efficiency of exercises by designing exercises targeted at students' error-prone problems.
Second, explore diversified practical design. In the teaching process, it is inefficient to pay attention to the "tricks" in practice and practice step by step. Practice must be targeted, and arranging different forms of practice can achieve twice the result with half the effort. For those confusing contents, students should be guided to analyze them. You can do the following exercises:
1, discovery exercise. For example, in the estimation of integer division, we can let students find the estimation method through a set of calculations.
2. Compare exercises. For example, when using fractions to solve application problems in teaching, teachers can design such exercises when the unit "1" in the problem is known and the unit "1" is unknown.
3. Variant exercises. For example, when teaching students the problems of "taking a boat", "taking a car" and "setting up a tent", some problems of "making clothes" and "installing wheels" can be interspersed. Let students understand the essence of the problem, which is to develop students' thinking flexibility.
4. Feedback exercises. Take out the wrong questions of the students in the exercise, let everyone find out, say what is wrong, and let the students say it. This kind of exercise is highly targeted and efficient.
Third, the exercise design of "expanding and extending". In class exercises, add some original questions appropriately. Let students comprehensively use what they have learned to solve some difficult exercises (for some students), satisfy students' desire for knowledge and stimulate the spirit of exploration and innovation. This practice can not only improve students' thinking ability, expand students' knowledge level, improve classroom teaching efficiency, but also cultivate students' good learning quality. At this stage, you can practice in three categories. The first is the "change" exercise, that is, through a changeable exercise, students can think about changes in changes and learn to think about problems from different angles, which not only consolidates knowledge, but also broadens the thinking of solving problems. The second is "open" exercises, that is, designing some exercises with redundant or insufficient answers, which is conducive to the cultivation of students' divergent thinking and the transition from imitation to innovation. The third is the practice of "Mathematics in Life". For example, the problem of "shopping", the calculation of the surface area of floor plan, the volume of three-dimensional graphics, etc., can integrate book knowledge into our lives, so that students can have a deeper understanding of "mathematics comes from life" and thus become interested in mathematics. In the usual teaching, I found that the more homework, the more mistakes students make and the more complaints teachers make. Instead of this, it is better to assign less homework, assign some classic homework, or change to other forms of after-school homework. Including: practical homework, investigation homework and research homework.
In short, effective exercise design should be targeted and interesting, come from life, apply to life, follow the law of students' development thinking and the principle of individual differences, and strive to achieve the optimization of exercises through our induction and training.