Students are naturally curious, and they will try their best to discover the truth behind things. How did it happen? Teachers should make use of students' psychology, teach students the method of inquiry and form the habit of discovering new things at any time. Classroom is the main place for students to acquire knowledge, and many teachers feel the same way: a good class makes students not only master knowledge well, but also use it freely. If a class is not ideal, even how much time you spend "making up" after class is limited. Therefore, how to improve the efficiency of classroom teaching in the limited 40 minutes, so that students can easily master knowledge? This has become a concern of many teachers. So how to improve the effectiveness of primary school mathematics classroom? Here are some ideas. First, create an atmosphere and cultivate self-confidence. A harmonious classroom atmosphere is a silent medium for imparting knowledge and an invisible key to opening wisdom. Only in a democratic and harmonious atmosphere can middle school students show their personality, cultivate their own beliefs and consciousness, and release their personal potential. Therefore, in the process of mathematics classroom teaching, teachers should strive to create a relaxed and harmonious atmosphere, mobilize students' enthusiasm and self-confidence, and make them full of passion and vitality in the classroom. Every encouraging language, every admiring look and every encouraging gesture of the teacher can help students build their self-confidence and students can actively participate in classroom activities. Generally speaking, students with poor grades are afraid to speak in class, afraid to speak and even more afraid of making mistakes. But in my teaching, I intend to let these students answer more questions, especially some simple questions, and I will give them more opportunities. Let students really feel that there is no ridicule, humiliation and accusation in class, and they can be fully relaxed from thought to behavior, and their personality can be truly respected. For example, in a math class, there is an application problem: a workshop needs to produce 144 color TV sets, and workers assemble 18 sets every hour. Five hours later, how many sets are left? This is a relatively simple two-step application problem, and the general solution is: 144- 18×5=54 (pieces). But a girl listed the formula on the blackboard as "144÷ 18=8", and she could never do it again. The students sitting below are impatient and raise their hands to speak. I even heard the voice: "I can't do such a simple thing, how stupid!" " The girl blushed even more. In order to win face for the girls, I motioned the students to be quiet first, and then turned to the girls and said, "What you did was not wrong, but you haven't finished yet." After listening to my words, the whole class froze and opened their eyes. I told the students her dance steps.
First, ask how long it will take to assemble all the tasks in this workshop. It has been assembled for 5 hours now, and 8-5=3 (hours) remains to be assembled, so if it is not assembled, it is 18×3=54 (units). After this explanation, the classmate happily returned to his seat. Because it protects students' self-esteem, it makes students realize that it is glorious to dare to speak and show, which makes students more active in speaking in class, thus further improving the efficiency of the classroom. Second, create situations and develop thinking. Traditional classroom teaching is usually about where the teacher speaks and where the students listen. Students have no room for thinking and self-development, and the effectiveness of students' learning naturally decreases. Students' enthusiasm and initiative in learning often come from a situation full of questions and problems. Teaching without problems will never leave many traces in students' minds and will not arouse the ripples of students' thinking. Creating problem situations is a process of creating a "little suspense" between the content of teaching materials and students' psychology of seeking knowledge, and introducing students into a situation related to problems. Creating problem situations can provide students with an opportunity for self-exploration, self-thinking, self-creation, self-expression, self-realization and practice. Through the creation of question situation, students can clearly explore the goal and point out the direction of thinking; At the same time, it has a strong desire to explore and give impetus to thinking. For example, when teaching "the volume of a cone", I first show a cone made of plasticine, so that students can find out its volume. With such a questioning situation, the students immediately became interested. After thinking about it, some said to knead it into a cube or cuboid, some said to knead it into a cylinder, and some said to immerse it in a container full of water to find the volume of rising water, which is the volume of the cylinder. After affirming the effective methods of the students, I threw another question: "Can the students find a way to find out the volume of this cone made of thick paper in the teacher's hand?" At this time, students feel that the volume deformation and the method of just putting it into water are useless, so they realize that cuboids, cubes and cylinders all have their own volume formulas. Is there a formula for calculating the volume of a cone? On this basis, guide students to operate and explore the volume formula of the cone. Let the students understand by themselves in the situation created by the teacher. In this way, students' ability to explore and solve problems is constantly enhanced, and at the same time, positive and healthy mathematical emotions are established, thus greatly improving their learning initiative. Third, boldly create and update cases.
Textbooks are the carrier of knowledge and the intermediary between teachers and students, but they only provide basic materials for students' learning activities. The use of teaching materials needs to be practiced, enriched and improved by teachers who are the creators of student activities, and the traditional teaching materials should be changed into flexible handling and use of teaching materials. Therefore, teachers should be good at giving full play to their initiative and creativity in teaching, be able to independently control teaching materials, flexibly process and integrate teaching materials, and creatively use teaching materials, so as to cultivate students' interest, activate students' thinking, expand students' exploration space, and make teaching materials truly vivid and tangible for students. Based on this understanding, I got rid of the design scheme of textbooks and lesson plans in the teaching of the Basic Nature of Fractions, and designed them according to the actual situation of our class. I designed it this way: prepare three bags of marbles and tell the students that the number of these three bags of marbles is the same. (There are nine marbles in it) It should be distributed to the three students who speak the most actively, but instead of giving each one a bag, the first one takes 65438+ 0/3 of the first bag, the second one takes 2/6 of the second bag and the third one takes 3/9 of the third bag. You said these three. The students immediately started an active discussion and expressed their opinions, but no one could convince anyone because of lack of reasons. At this time, the teacher asked the students to choose three active students to come up and get marbles. A student in the middle also asked another student for help. After the three students took it according to the teacher's request, the students froze. "How can it be the same?" "How can three scores be the same?" Students don't believe the facts in front of them and have a strong thirst for knowledge. Teachers strike while the iron is hot to guide students to observe, analyze and find the law. In this way, in the situation carefully designed by teachers, students' enthusiasm is fully mobilized and good teaching results are naturally received. Fourth, capture "resources" and guide innovation. In a class of dozens of people, everyone is at a different level of thinking due to different degrees, so everyone has their own different "mathematical reality". They all have the ability of "re-creation", and meaningful guidance means a delicate balance between "compulsion" of teaching and "freedom" of learning. Students' unique ideas should be positively affirmed and encouraged. Most of the "unique ideas" mentioned here refer to what teachers have not thought of. They may be right or wrong, but they are all "resources" generated in the classroom. As teachers, we should seize these "resources" in time and guide students to innovate. For example, when a student deduces the trapezoidal area formula, he first finds out the midpoint of two waists, folds the two corners along the midpoint of the waist, cuts them out, and rotates them to the upper sole to form a rectangle. This is also a new way to solve the problem, and it is an effective channel to deduce the formula of trapezoid area after transforming trapezoid into rectangle. This is the "resource". If the teacher sticks to the original preset "scheme"-transforming two identical trapezoids into parallelograms, and ignores the "resources" generated in class, and simply says "your idea is not bad", ask another student to say the next method. Here, teachers should not only give full encouragement and appreciation, but also organize students to understand and master such "resources", stimulate students' innovation from different thinking angles, let students experience the success and joy of innovation and gain confidence in re-creation. Doing so is more conducive to cultivating students' spirit of inquiry and innovative thinking. The above is the correct "resource", but in actual teaching, mistakes are inevitable. Psychologist Gayer put it well: "Whoever doesn't consider trial and error and who doesn't allow students to make mistakes will miss the most productive learning moment." Students' mistakes in class are a huge "resource" for teaching. Therefore, we should seize this precious opportunity in teaching and turn students' mistakes into effective resources to promote students' development. For example, when teaching division with remainder, I found that students often make the mistake of 0.49 ÷ 0.23 = 23. In order to solve this problem, I adjusted the teaching presupposition in time, and adapted the students' mistakes into a judgment question: 0.49 ÷ 0.23 = 23 (), which gave students the space to explore independently. After making a judgment, the student asked, "How did you find the mistake?" Under the guidance of enlightening questions, students actively explore and quickly find different ways to judge mistakes. Some use check calculation, some use the method that the remainder must be less than the divisor, and some use the law of quotient variation to reduce the remainder to 100 times. In this way, while correcting mistakes, it not only deepens the understanding and mastery of knowledge, but also cultivates students' awareness of discovery and exercises the flexibility and creativity of thinking. Therefore, grasping the wrong "resources" and helping students find the reasons for the mistakes can better promote students' development. Fifth, positive evaluation and timely feedback. Positive evaluation is one of the concrete measures to stimulate and mobilize students' innovative ability. Timely feedback correction is to judge the results of students' attempts. The evaluation here mainly includes "student self-evaluation" and "teacher explanation evaluation". Generally, students are allowed to express their opinions and brainstorm in class, so that students can collide with new sparks in the discussion. Evaluation is like a baton. We should try our best to cultivate students' innovative ability, encourage students to learn new methods, new ideas and new viewpoints, protect students' unconventional and whimsical ideas, and attach importance to students' innovation. For example, answering questions and asking questions.
Problems, etc. First of all, it is evaluated among students to promote their enthusiasm for learning, and the teacher will explain the problems that students can't solve. Students' questions, in particular, should be carefully evaluated. Mr Tao Xingzhi once said, "When Qian Qian was invented, there was only one starting point". Doubt is the expression of positive thinking activities and the beginning of innovation. Nowadays, students are not without problems, but most of them dare not ask questions. According to my investigation, students are afraid to ask, mainly because they are afraid of asking shallow questions and being afraid of classmates' jokes. Second, I am afraid that the problem will deviate from the direction and the teacher will blame it. In this regard, I encourage students to ask more questions. Whoever asks more questions is the one who likes to use his brain the most. As a result, the students really asked many strange questions. For example, why the "9" we wrote is different from the "9" in the book; Another student suggested that multiplying a number by a decimal means that it is not accurate enough to find a few tenths, percentages and thousandths of this number, because what if you multiply it by a decimal greater than 1? He suggested changing it to: when a number is multiplied by a decimal less than 1, it means to find a few tenths and a few percent of this number; Another example: a student said, "The size of the angle has nothing to do with the length of the side." This sentence is incorrect, because: the sides of an angle are two rays, which means that it has been admitted that the two sides have no length and can extend indefinitely. Why do you say "the size of the angle has nothing to do with the length of the side?" And then what? On this issue, the teacher first organizes students to discuss and evaluate. As a result, the student's evaluation is that the student studied hard and found this problem, but when we study the size of the angle, the size of the angle will not change even if the two sides of the angle are infinitely extended. Here, teachers give correct comments on students' independent opinions in time, and cultivate students' innovative learning ability of "learning", "wanting to learn" and "enjoying learning". In a word, mathematics teaching is a vast and beautiful world. As long as practical teaching methods are adopted to fully tap students' creative potential, students' innovative consciousness will be strengthened and improved, creative thinking will be developed, innovative ability will be gradually formed, and the effectiveness of mathematics classroom teaching will be really improved.