More teaching methods related content recommendation ↓↓↓↓
What are the common teaching methods?
What are the good teaching methods?
The difference between teaching means and teaching methods
What are the types and means of teaching methods?
Practical teaching methods of mathematics in primary schools
Teaching method, conversation method, discussion method, practice method, demonstration method, hands-on operation method and inspiration method.
1, teaching methods
Teaching method is a teaching method in which teachers describe situations, tell facts, explain concepts, demonstrate principles and clarify laws to students in oral language.
Step 2 talk method
Conversation, also called answer, is a way to spread and learn knowledge through conversation between teachers and students. Its characteristic is that teachers guide students to use existing experience and knowledge to answer teachers' questions, so as to acquire new knowledge or consolidate and check what they have learned.
3. Demonstration method
Demonstration is a teaching method in which teachers show physical objects or physical models to students for observation, or through demonstration experiments and modern teaching methods, so that students can acquire knowledge updates. It is an auxiliary teaching method, which is often used together with lectures, conversations and discussions.
Step 4 Practice methods
Exercise is a basic method for students to consolidate knowledge and cultivate various learning skills under the guidance of teachers, and it is also an important practical activity in the process of students' learning.
5. Classroom discussion method
Discussion method is a way for the whole class or group to express their opinions, discuss with each other, inspire each other and brainstorm around a central issue under the guidance of teachers.
6, hands-on operation method
Hands-on operation is a teaching method in which students, under the guidance of teachers, use certain equipment and materials to cause some changes in experimental objects through operation, and gain new knowledge or verify knowledge from observing these changes. It is also a common method in natural science.
7. Exploratory method
Enlightening teaching can be embodied by questions and answers, lectures, exercises and other forms; It can also be realized through the vivid narration of teachers, which makes students associate and leave a deep impression. Therefore, inspiration is a teaching idea that has guiding significance for various teaching methods and activities, and heuristic teaching method is a teaching method to sort out inspiring teaching ideas. In other words, no matter what teaching method is, as long as it combs and inspires the teaching ideas, it is a heuristic teaching method, otherwise it is not a heuristic teaching method.
How to Cultivate Pupils' Math Test Ability
1. Understand deeply and grasp accurately.
The full understanding mentioned here includes two aspects:
On the one hand, it is a full understanding of students. To pay attention to the cultivation of students' ability to examine questions, we must first pay attention to students. The age characteristics of students and their existing knowledge level are the premise of accurate examination; On the other hand, it is a full understanding of teaching materials. It is important to pay attention to the continuity of knowledge from design to solving a problem. When presenting a topic to students, teachers should first understand what knowledge points this topic contains and whether students have the necessary knowledge points to support it, which requires teachers to understand the whole textbook, at least the content of a certain grade.
2. Cultivate students' good habit of careful inspection.
Pupils often don't have a good habit of checking, which requires the guidance of teachers, so that students can appreciate the benefits of checking and reward them according to their actual situation, forming an atmosphere. Examination is also the final remedy for the examination questions.
How to improve the ability of primary school students to examine mathematics questions
3. More encouragement and guidance to enhance students' willpower.
Mathematics teachers, whether they are class teachers or not, also shoulder the heavy responsibility of education. Therefore, we should also carry out corresponding ideological education in peacetime teaching, especially the cultivation of willpower. Do more interesting but patient activities in mathematics teaching to strengthen students' will and overcome their fear of difficulties, so as to cultivate their habit of carefully examining questions and improve their ability to examine questions.
Improve students' reading and writing ability
Children in the lower grades of primary school have just stepped into the gate of primary school. Because they are young, illiterate and can't look up the dictionary, according to these situations, teachers can accumulate some frequently-occurring words (such as long, short, high, short, many and few) in their usual teaching. At the beginning of school, make some simple new word cards with parents, and teach children to know these words in their spare time to prevent students from developing the bad habit of being lazy when they often can't recognize words.
Comment on the edge of the topic
If you want students to read and examine questions according to your requirements, you must have a set of means to monitor students. Usually, I ask students to circle the key words in the topic when reading the topic, such as a series of words such as much more, much less, much less and much more, which is helpful for students to think and analyze the topic. Seeing the keywords and labels they draw, you can know what they think. Even if the topic is wrong, you can know where your analysis is wrong, and whether you analyze it carefully, so that teachers can carry out targeted teaching and understand the students' situation at a glance.
Cultivate students' habit of reading questions
In class, every time you meet a new question, don't rush to let students do it. Instead, let the students read it several times and let them talk about what they have learned from reading. What does this question ask us? What kind does it belong to? What are the steps to do this kind of problem? What should I pay attention to when doing the problem? After a long time, students will naturally think and take the initiative to think before doing the problem.
It is necessary to carry out targeted observation.
Most of the questions in the lower grades are presented to students in the form of pictures and texts. Therefore, in mathematics teaching, in order to improve students' ability to examine questions, teachers must also consciously guide students to learn to observe and cultivate students' ability to observe propositions. And then improve students' ability to examine questions.
In low classes, teachers should guide students to look at pictures in a targeted way to avoid focusing students' attention on some irrelevant information. When students observe the theme map, the teacher can guide them like this: Is this picture nice, children? What small animals are there in this beautiful picture? This will directly attract students' attention to the main information, so that under the guidance of teachers, through further observation, we can find the characteristics of quantity and the relationship between quantity and quantity. In the classroom, teachers' own teaching language should be concise and clear, and the observation requirements for students should be clear, so as to attract students' attention to valuable information as much as possible. Slowly, students can learn to observe pictures from a mathematical point of view and find useful mathematical information to solve practical problems.
Contact students' life experiences.
Students live in an information-rich society, and life experience is an important resource for students to learn mathematics. Students' learning process is a process of activating, utilizing, adjusting and upgrading their experience, and it is their own interpretation of life phenomena. The solution of mathematical problems can not be separated from students' life experience, and many quantitative relations in mathematics can be found in students' lives. For the problems presented in the form of pictures and texts, teachers should fully mobilize students' life experience to understand pictures and meanings after guiding students to observe pictures carefully.
For example, in the unit "Understanding RMB", many questions are presented with various information through scene diagrams. Teachers should fully mobilize students' life experience in buying and selling goods to collect information and solve problems in teaching.
How to improve the ability of examining questions
Help students find the hidden information in the topic.
In the lower grades of primary school students, many people are afraid of solving problems, because primary school students often only see the surface information of the topic when examining the topic, but can't find the hidden information in the topic, so it is difficult to grasp the key to solving the problem. Therefore, teachers should be good at guiding students to actively find important clues hidden in the topic, so as to cultivate students' ability to examine the topic.
For example, there is a topic, "There are 20 boys in our class, 15 girls, of whom 10 needs to participate in the competition. How many people have not participated in the competition? " When considering this kind of problems, students need to know clearly what is hidden in the conditions given in the questions. For example, the number of boys and girls is given in the title, which means that the total number of classes can be calculated by this condition, that is, "20 boys +65438 girls +05 people =35 people". However, many students are not good at finding the hidden information in the problem when they actually do it, which will make the process of solving the problem more difficult. Faced with this situation, teachers should pay attention to guiding students' understanding, helping students find the information covered by the topic, and pay attention to cultivating students' awareness of examining the topic in their usual exercises, which greatly improves the efficiency and accuracy of students' doing the topic.
Cultivate students' reading problems and grasp the key words.
The first step for students to do the questions is to read the questions and get a preliminary understanding of the meaning. Teachers guide students to read the questions carefully and repeatedly, so as to read the questions without adding words or missing words, and gradually develop the habit of reading carefully and carefully. Stick to this good habit, and you will be able to see through the error-prone details set in the question smoothly, so as to answer the question accurately.
For example, the knowledge in the application of fractions: (1) The original price of a coat in 200 yuan has now risen to 220 yuan, by what percentage? (2) The original price of a coat in 200 yuan has now gone up by 220 yuan, by what percentage? These two problems are quite different. If students don't read the questions carefully and don't understand the meaning of the questions, they are very prone to make mistakes. The key word of this question is. "increased to" and "increased". When reviewing questions, it is important to understand the meaning of these two words, so that the questions can be answered easily.
Characteristics of primary school mathematics
(A) primary school mathematics is students' own mathematics.
Primary school mathematics knowledge is produced by students through specific activities with the help of their existing life experience; Mathematics teaching should provide students with various opportunities to explore, discuss, practice, investigate and solve problems. Its basic way should not be "teaching", but "guiding", leaving students with sufficient space for thinking and development, so that students can truly become the masters of learning activities; Mathematics learning is no longer a simple memory, imitation and training, but a variety of forms of learning such as independent exploration, cooperation and exchange, and practical innovation; Mathematics classroom should be changed from a simple hall for imparting knowledge to a place for students to actively engage in mathematics activities; Mathematics teachers should change from simple knowledge imparting to organizers, guides and collaborators of students' mathematics learning.
(B) Primary school mathematics is life-oriented mathematics.
Judging from children's life experience, mathematics learning is no longer limited to classroom activities, but also a social activity. Students' living environment and any activity place should be used as a classroom for mathematics learning. Off-campus business activities, building materials, area estimation and measurement all contain rich mathematical problems and knowledge. The content of students' mathematics learning should be realistic, lively, interesting and challenging. These contents are conducive to cultivating students' abilities of observation, experiment, guessing, verification, reasoning and communication.
(C) Primary school mathematics is different from scientific mathematics
(1) has different purposes. Mathematics, as a science, aims at revealing quantitative relations and spatial forms, and often forms mathematical theories through logical reasoning, mainly focusing on accurately clarifying some mathematical theories. Primary school mathematics is not to build a logical system, but to let students study and live happily, and to promote students' lifelong sustainable development is the basic starting point of school mathematics education. The purpose of mathematics teaching is to promote students to learn mathematics knowledge, promote the development of thinking, and carry out ideological and moral education for students.
(2) Different forms. In mathematical science, it is very important to strictly deduce relevant theorems and rules. In primary school mathematics, related theorems and laws are often not presented in a strict way of proof, but are obtained through observation and some incomplete induction. School mathematics must proceed from the characteristics of students' intellectual structure and life experience, and gradually deepen students' understanding of mathematics. For example, when students learn triangle knowledge, they can observe the triangle paper and tear off three angles to spell 180 degrees, so that students can understand that the sum of the inner angles of the triangle is equal to 180 degrees.
(3) The starting point is different. As a scientific mathematics, all theorems and laws must be strictly demonstrated. The cognitive starting point of primary school mathematics is often not logical axioms, but some concrete examples in students' lives. For example, when we talk about arithmetic, we start with examples rather than definitions in students' lives, and then sum up the laws and meanings.
(d) Primary school mathematics is popular mathematics rather than elite mathematics.
The idea of popular mathematics is: firstly, mathematics education must take care of all people's needs, so as to promote the improvement of all citizens' mathematics literacy. Secondly, in mathematics learning, everyone can learn valuable mathematics, everyone can learn the mathematics they need, and different people can reach different mathematical levels and build different mathematical worlds. Mathematics education should serve the public and meet the needs of people in all fields of society for different levels of mathematics.
Looking at primary school mathematics from the above four angles essentially emphasizes the essential relationship between mathematics and students' lives; Emphasize the main role of students in mathematics learning and highlight the function of mathematics to promote students' development; Emphasize all kinds of life-oriented activities, enlighten and induce children's multiple intelligences, and prepare for fully displaying their talents in different fields in the future.
Articles related to practical primary school mathematics teaching methods;
★ Several common teaching methods in primary school mathematics teaching
★ Teaching methods commonly used in primary school mathematics
★ Teaching methods commonly used in primary school mathematics teaching
★ What are the methods of mathematics teaching in primary schools?
★ Complete Collection of Mathematics Teaching Methods in Primary Schools
★ What are the latest teaching methods for primary school mathematics?
★ What are the teaching methods of primary school mathematics?
★ Complete Collection of Effective Teaching Methods of Primary Mathematics
var _ HMT = _ HMT | |[]； (function(){ var hm = document . createelement(" script ")； hm.src = "/hm.js？ 67327 13c 80496 18d 4 DD 9 c 9 b 08 BF 57682 "； var s = document . getelementsbytagname(" script ")[0]； s.parentNode.insertBefore(hm，s)； })();