Teaching design (pre-plan)

My first assignment is as a primary school teacher. How to improve students' interest in learning mathematics is a problem worth thinking about. Why students don't want to learn mathematics? Classroom teaching is an important link. Therefore, in mathematics classroom teaching, that is, how to combine the characteristics of primary school mathematics and adopt effective teaching methods according to children's age characteristics to stimulate and cultivate students' interest in learning mathematics. We should always pay attention to the intellectual factors in the teaching materials, assess the situation, seize the opportunity, create a good teaching situation for students, stimulate students' interest, and let students explore happily in learning mathematics.

First, draw suspense before class to stimulate students' interest in learning.

A good beginning is half the battle. It is very important to induce students to have a strong thirst for knowledge from the beginning of the new lesson. Arouse students' sense of pleasure, stimulate students' direct interest, and guide students to develop indirect interest from unintentional attention to intentional attention. Therefore, teachers must carefully design the lead-in at the beginning of each class according to the teaching content and students' reality, stimulate students' interest in learning with clever lead-in, and let students actively engage in learning. For example, in the teaching of the vertical and parallel lead-in parts of parallelogram and trapezoid, what graphics may be formed after I take out two pencils and drop them on the ground several times? Who can guess? At this time, the students saw two pencils on the ground and wanted to try them, and the classroom atmosphere immediately became active. When the students were named to try again, I immediately asked: Why are the numbers formed after the teacher dropped two pencils several times? Do you want to know? At this time, students' interest in learning new knowledge arises.

Second, the use of multimedia teaching makes mathematics learning lively and interesting.

Multimedia teaching has the characteristics of visualization, diversity, novelty, interest, intuition and richness. It can stimulate students' interest in learning, make students really become the main body of learning, and change passive learning into active learning. Therefore, the current general textbooks are designed with a large number of intuitive views combined with the teaching content, and illustrate mathematical knowledge such as concepts, properties, laws and formulas through specific images. This not only makes it easier for students to understand and accept, but also gradually cultivates their abstract generalization ability, which can stimulate their interest in learning. For example, when teaching the basic knowledge of cuboids and cubes, the six faces of cuboids are vividly displayed to students by using multimedia teaching to help them understand that cuboids have six faces, and each face is a rectangle; There is also the concept of 12 edge, which is divided into 3 groups, each group has 4 edges with the same length. In the process of learning, students are full of interest and have high learning efficiency.

Third, guide students to operate and cultivate students' interest in learning mathematics.

Mathematics learning in primary schools is a process of actively constructing knowledge. For students, acquiring mathematics knowledge is not passively absorbing textbook knowledge, but a process of practice and innovation that students personally participate in. Practice is the basis for students to actively construct knowledge. Through the practical process of students' oral, hands-on and brain operation, students' ability to find and solve problems is improved and their innovative consciousness is cultivated. The ancients said: what you get on paper is shallow, and you never know. You have to practice, you know it from the bottom of your heart. So we should provide students with enough opportunities to experience and explore. For example, when teaching the calculation of triangle area, I arrange students to operate in groups. Enlightening students: Can you convert the triangle into the plane figure you have learned to calculate and deduce the formula by cutting, supplementing and spelling? Some students use two identical triangles to form a parallelogram or rectangle or square; Some students cut triangles into parallelograms by cutting. In this operation process, I allow students to discuss mutual assistance, patrol and guide themselves, and students explore the derivation process through bold attempts. This process not only fully displays students' creative personality, but also improves students' practical ability, allowing students to experience the process of doing mathematics and the formation of mathematical knowledge in hands-on operation, further stimulating students' interest in learning mathematics and generating sparks of innovative thinking.

Fourthly, in practice teaching, we can appropriately select some topics that students like and have a little plot, which are widely used in students' life experience and daily life, and make students happy to know through a few interesting topics and various forms of topics. For example, after learning the circumference and area of a circle, in order to make the calculation process clearer, I remind students to make a mark before each formula. For example, when calculating the circumference of a circle, write the letter C before the circumference formula, and when calculating the area, write the letter S before the area formula. At this time, a naughty student in the class blurted out: CS! (Counter-terrorism elite, referred to as CS, is the name of a gunfight video game, which stresses quickness, agility and courage to attack. There was a burst of laughter in the classroom. I was about to criticize him when I suddenly changed my thinking angle and said, Yes! It's' CS', a calculated battle. Let's see who can win less bullets in this battle, pass the customs smoothly and win a total victory. After listening to my words, the children were all very excited. Even the boys who are not very active in class at ordinary times are quickly and seriously involved in the CS war of computing. The students who performed the blackboard did not return to their seats immediately after the exercise, but carefully checked their calculations. The metaphor of CS fully mobilized students' enthusiasm and turned boring calculation exercises into happiness.

In short, mathematics classroom teaching activities are bilateral activities of teaching and learning under the guidance of teachers, in order to achieve the established teaching objectives. As a math teacher, we should flexibly adopt various methods in teaching according to different teaching contents and different students' realities, so as to further stimulate students' interest in learning, make students' thinking active, and make students' brains active, thus activating classroom atmosphere and improving classroom teaching effect.