1997 since the autumn, our school has carried out the research and exploration on the quality education of primary school teaching and the teaching reform of optimizing classroom practice design. The purpose is to take this as a breakthrough, mobilize all teachers' scientific research consciousness, establish the concept of "scientific research first, education and scientific research should be quality", change teaching from "experience" to "scientific research", optimize classroom teaching, and promote the deepening of quality education.
Practice is an important part of mathematics teaching in primary schools. Through a certain number of exercises, students can firmly grasp the basic knowledge stipulated in Dagang textbooks and form skilled skills and techniques. Practice can promote the development of students' thinking, personality, body and mind and other intellectual and non-intellectual factors. Through practice, we can also get feedback information, test students' learning and teaching ability and evaluate the level of teaching and learning. So, how to design each Protestant exercise properly?
The first is to take the outline as the criterion and deeply understand the spirit of the outline. Secondly, study the textbook carefully, grasp the knowledge structure of the textbook, and tap the intellectual factors of the textbook. This is the premise of implementing quality education. We ask teachers who participate in classroom practice design to grasp the scale of the outline and study and design the practice content from the height of quality education. It is stipulated that the content of exercise design should be closely related to teaching requirements, with clear purpose and pertinence. Proper exercise can meet the needs of different students. The design of exercises should be graded, combined with difficulty, with a certain number of basic exercises and slightly changed exercises, as well as some comprehensive and thoughtful exercises, but not too complicated. Try to design exercises that are in line with quality education and have practical value, so that students can develop morally, intellectually and physically.
The purpose of the new teaching practice month is to master knowledge. We design exercises according to the learning process, learning content and learning feedback.
First, design exercises according to the learning process.
According to students' experience in learning new knowledge, they need to prepare and practice before learning new knowledge, and form exercises to acquire and consolidate new knowledge.
Length preparation exercise.
In order to shorten the distance between old and new knowledge and promote the transfer of knowledge, before learning new knowledge, preview exercises should be designed according to the necessary foundation of new knowledge and students' cognitive characteristics.
In order to eliminate the interference of students in judging whether a number is divisible by 2 or 5 according to the characteristics of the unit, the following exercises were designed before learning.
Which of the following numbers are divisible by 3 and which numbers are not divisible by 3?
13、36、 16、93、42、29、24、39
Let students see that the numbers of 3, 6 and 9 are not necessarily divisible by 3, and that the numbers of 3, 6 and 9 are not necessarily divisible by 3, so as to prepare students for establishing a new cognitive structure. Full preparation before learning will lead students into the best cognitive state, and then a little encouragement and induction will follow.
2. Form exercises.
In order to promote new knowledge and students' understanding of existing concepts in the structure, non-artificial and substantive connections are established. When learning new knowledge, we should design exercises to learn new knowledge according to the logical structure of knowledge and students' cognitive rules.
For example, when learning the calculation of rectangular area, we should help students understand the area, area unit and rectangular area according to the logical structure of knowledge; According to students' cognitive laws, we use concrete perception, generalized representation and abstract laws. The following exercise design can show how students' knowledge is formed in the operation and practice of meaningful learning materials.
(1) Specific perception (hands-on operation by students).
① Measure the area of a rectangle with a length of 3 cm and a width of 2 cm with a square of 1 cm 2.
(2) Use 12 (or 8) sheets of 1 cm2 paper to form a rectangle. What is its length, width and area?
(2) summarize the appearance.
① Answer: The length of the rectangle is exactly 5 1 cm2, and the width is exactly 3 1 cm2. What is the length, width and area of this rectangle?
(2) Now, the plane graphics require students to tell what the area of the picture below is? (Each square represents 1 cm2)
(3) The rules are abstract.
On the basis of the above, let the students say the areas of two rectangles by measuring. And tell the measurement method, thus abstractly summarizing the calculation formula of rectangular area.
3. Consolidate the exercises.
In order to consolidate new knowledge in time and effectively, we should design targeted individual exercises according to the key points, difficulties and keys of knowledge.
For example, when learning fractional multiplication, you can design the following questions for its difficulties.
(1) How many decimal places are there in the following formula?
4×0.3( ) 6.5×0.03( )
43.3×4.l()
(2) Click the decimal point in the product of the following formula.
12.6×2.3=2898 1.26×2.3=2898
1.26×0.23=2898
(3)l.2 1×26=()
0. 12 1×2.6=( )
12. 1×2.6=( )
On the basis of local special exercises or independent imitation exercises, some variant exercises and comparative exercises are carried out according to the characteristics of new knowledge.
Second, design exercises according to the learning content.
Different types of learning content have different requirements for exercise design. The practice of concept learning should pay attention to clarifying the connotation and extension of concepts and mastering the essential attributes of concepts; The practice of legal study should focus on the process of understanding and mastering the law; The practice of application problems should focus on cultivating students' thinking methods and thinking quality. Due to space reasons, I will only talk about the practice of application problems now.
On the one hand, it is necessary to help students master the correct problem-solving methods and cultivate the correctness of their thinking.
For example, the toy factory under study plans to produce 1000 toys, which has been produced for four days and produces 2 10 toys every day. How many toys will be produced to complete the plan? " This application problem, in addition to imitation exercises, can also design such a topic:
The bicycle factory has to assemble 6OO bicycles, which has been assembled for 9 days, with an average of 72 bicycles per day. How did the bicycle factory complete the assembly?
Let students know that judging the assembly situation requires comparing the actual assembly output with the planned assembly output.
Actual Output-Planned Output = Exceeded Output
Planned output-actual output = quantity to be produced
Make students master the correct thinking method of solving problems.
On the other hand, it is necessary to prevent the problem-solving methods from being stereotyped and stereotyped.
For example, in order to correct students' tendency of "seeing more and adding more" and "seeing less and reducing less" when solving application problems. You can design exercises like this:
Xiaohua has nine stamps, three more than Xiao Qiang. How many stamps are there in Xiao Qiang?
Xiaohua has nine stamps, three fewer than Xiao Qiang. How many stamps are there in Xiao Qiang?
So that students can understand the importance of examining questions and change their bad habit of mechanical imitation.
Third, design exercises according to the reverse of learning.
The new teaching should design targeted exercises according to various problems that students may have in the learning process, so as to effectively control and improve learning efficiency.
Length comparison exercise
For seemingly similar content, students are easily confused when studying, such as adding and subtracting fractions and multiplying fractions; The application problems of finding a multiple and finding several multiples should be compared and practiced to cultivate the ability of discrimination.
2. Judgment exercises
Students can have a correct understanding of the mistakes caused by psychological factors in the cognitive process through the practice of identifying and correcting mistakes. For example, after learning the average question, design such multiple-choice questions: a worker 1 month and February produces 350 parts, March produces 2 10 parts and April produces 220 parts. How many parts are produced on average every month?
( 1)(350-2 10+220)÷3
(2)(350×2+2 10+220)÷4
(3)(350+2 10+220)÷4
From identifying and correcting mistakes, students can understand the key to average. Above, according to the learning process, learning content and learning feedback, some practices in the design of new teaching plans are briefly described, which should be studied and considered as a whole in actual design to achieve the best effect.
Because the design of mathematics classroom exercises plays an important role in classroom teaching, it is particularly important to strengthen the exploration and research of mathematics classroom exercises in primary schools. Especially today, we pay attention to the cultivation of students' innovative spirit and practical ability. How to design open, exploratory and practical mathematical problems to better reflect the spirit of quality education is more urgent and necessary. This requires our teachers to work hard on the design of classroom exercises, study hard and persist in exploration, so as to better implement quality education.