Study habits have a direct impact on students' study, and good study habits are an important factor to promote students' good academic performance. What are the contents of cultivating good habits in combination with mathematics teaching? In the teaching process, we should pay attention to cultivating students' serious, strict and diligent learning attitude, the spirit of independent thinking and overcoming difficulties, the habit of being careful, neat and conscious, and the habit of students being willing to preview before class, living in classroom exploration, courageously extending after class, reviewing in time and completing homework independently.
Cultivating good study habits is a long and meticulous process, which must be combined with the teaching process. For example, when students are required to calculate elementary arithmetic problems, they must carefully examine them first, so that they can not only grasp the operation order as a whole and find simple calculation methods, but also avoid mistakes caused by misreading wrong data and operation symbols, so that they can gradually form the study habit of carefully examining problems. When students write, teachers should always tell students the correct writing posture, correct students with poor writing posture at any time, and talk about some hazards, so that students will gradually form good writing posture habits. Another example is the habit of doing homework independently. Teachers should put forward specific requirements. When students do their homework, teachers should not only pay attention to whether the students have done it correctly, but also check whether the students have done it according to the requirements put forward by the teachers and whether they have finished their homework independently, and praise them in time. If they do well, they will be rewarded with a "smiling face" or a "little flower" to encourage them to develop in a better direction. At the same time, students with poor writing should be encouraged to develop in a good way. For students with bad problems such as plagiarism, priority should be given to encouraging language education, such as: "If you finish your homework independently, your thinking must be unique, believe in yourself!" "If you write with your heart, you will be able to write the most beautiful words!" Feedback students' information at any time, praise students' progress in time, and patiently help students gradually develop good homework habits. In class or homework, different students have different ideas and methods for the same topic, but "all roads lead to the same goal", which naturally includes students' different original factors, that is, innovative consciousness. Teachers should promptly affirm and praise students' practices and ideas that dare to find another way. Even if it is immature and wrong, teachers should appreciate the uniqueness and personalized understanding and expression of students from different aspects, so that emotions can blend here and knowledge can be supplemented and avoided here. In addition, after-class exercises appropriately increase the number of innovative questions, guide students to explore and study with multiple solutions to one question, stimulate students' interest in learning with concise questions, and seek novel, unique and flexible answers, thus cultivating students' good study habits of being brave in innovation.
The formation of good study habits can never be achieved overnight. Every teacher should actively and diligently cultivate students' highly responsible spirit. At the same time, we should keep regular contact with parents, learn about students' study at home, study, discuss and cooperate with parents, and find the best way to help students develop good study habits.
Second, improve classroom efficiency, with 40 minutes as the quality.
(1) Carefully preset the students' situation, determine the students' "nearest development area" and set up scaffolding for students.
Presupposition is how teachers think and design classroom teaching in advance on the premise of deeply understanding the teaching content and carefully analyzing the students' thinking situation during learning. Students are the masters of the classroom and the main body of learning. Only by fully understanding students can we make a teaching design suitable for students. Only by preparing students well can we better organize and guide students to learn. First of all, we should understand the internal characteristics of students, including psychological characteristics, physiological characteristics and hobbies; Secondly, it is necessary to analyze students' existing knowledge level, and make clear the "nearest development area" of students' cognition, which knowledge can be taught by themselves and which knowledge needs the guidance of teachers; Thirdly, it is necessary to analyze what life experience students have in learning new knowledge and what kind of life situation they are suitable for.
(2) Adopting effective teaching methods.
Prevent mechanical acceptance learning and mechanical inquiry learning. For example, before teaching statistics, I arranged for students to count the number of male and female students in each class of this grade after class, and count their monthly well-known data such as water, electricity and gas, so that students can initially try to collect, sort out and describe the data, perceive and experience the significance and value of statistics and the universality of its application, thus stimulating students' desire and interest in learning statistics well, and then guiding students to know and make statistical charts and tables in class.
Educational abstracts
How to effectively improve the quality of mathematics teaching in primary schools
In this way, the combination of "learning" and "guidance" in and out of class enables students to truly experience the "process of knowledge formation", successfully achieve their learning goals and achieve good teaching results.
1, work in groups to create an active learning atmosphere.
The new curriculum puts forward: "Effective mathematics learning activities do not simply rely on imitation and memory, but hands-on operation, independent exploration and cooperative communication are the main ways for students to learn." Mathematics teaching process should be a process of students' active learning, which is not only a cognitive process, but also a process of communication and dynamic development. Therefore, in teaching, it is necessary for us teachers to change the traditional teaching methods and learning methods, carry out group cooperative learning, strengthen group communication and cooperation, and promote the development of students at all levels. When organizing group communication and cooperative learning, teachers should assign the problems that need to be discussed, inspired by each other and scrutinized repeatedly to the study group, so that the group can discuss around the problems. For example, when teaching the circumference, ask an enlightening question first: Is there any way you can measure the length of the circumference? Take out the prepared school tools and try them in groups (cooperation, operation and exploration)-how do you measure them? (Communication)-Group with students and take notes (cooperation, operation and communication). Do you think the circumference and diameter of each circle are related? What does it matter if you speak boldly? (Doubt, communication)-What laws have you discovered through observation and calculation? Is that what you think? (Communicate after independent exploration)-Finally, summarize the relationship between the circumference and its diameter, and get the calculation method of the circumference.
2. Turn abstraction into intuition and develop students' thinking.
In the teaching process, teachers should be good at grasping students' thinking orientation, have certain foresight, take appropriate methods to prompt in the confusion of thinking, try to make students divergent thinking, avoid detours and improve students' problem-solving ability. For example, when I was teaching Meet, I arranged for two students to perform on stage, showing the whole process of meeting in front of the students, so that the students could understand and master the mathematical concepts such as "starting at the same time", "walking relatively" and "meeting", and at the same time understand the concepts such as "speed sum", "meeting time" and "distance apart", so as to clear their minds and solve problems easily. After that, I arranged a demonstration of "walking in the opposite direction" to tell the students intuitively that although they walked in the opposite direction this time, they still tried to find a separate distance and broke through the difficulties in teaching.
3. Use a variety of mathematics learning methods to fully mobilize students' learning enthusiasm.
According to the characteristics of primary school students' physical and mental development, it is an effective means to stimulate students' learning enthusiasm. Pupils can often study harder under competition conditions than under normal conditions, and the learning effect is more obvious. In the competition, driven by strong competitiveness and curiosity, they always want to win the first place and always want to be praised by their teachers. We can use this psychology to greatly increase students' interest in learning and their perseverance in overcoming difficulties. In teaching, I often organize various competitions, such as "who is faster and who is right", "who knows more", "smarter than who" and "who has more people", which can make students "show their talents". There are various forms of competitions, such as class competitions, boys' and girls' competitions and group competitions. Students compete according to their abilities. In short, we should make every student succeed at all levels and find ways to make every student experience the pleasure of learning success, so that the incentive effect on primary school students will be greater and the enthusiasm for participating in learning will be higher.
Third, minor in Excellence and persevere.
1, transforming students with learning difficulties is an aspect that can not be ignored in improving teaching quality, which has a great influence on improving teaching quality in an all-round way. Students with learning difficulties are generally divided into two categories: one is poor ability to accept, react and remember, not to mention the ability to express and think; The other is the problem of learning attitude, which may lead to poor learning effect because of poor learning habits or incorrect learning attitude, but the potential learning ability is still relatively strong.
Every student wants to be praised and recognized by others, especially the students with learning difficulties. No matter what kind of students with learning difficulties, to eliminate their bad feedback psychology, teachers should maintain a positive teaching mentality, admit that students are different, and teachers should be good at capturing and learning to appreciate. Usually, we should care more, take care of more, understand more, evaluate them promptly and correctly, and affirm their small success. In this way, their "fear" and "confrontation" psychology will gradually disappear, and their self-confidence in learning will continue to improve.
Teachers should study the characteristics of each student with learning difficulties, teach students in accordance with their aptitude, and work out targeted and feasible assistance and education plans. At the same time, parents' resources are a force to be reckoned with. Teachers should try their best to get the support and cooperation of parents, so that students can get corresponding help and supervision at home. In teaching, I never give up any students with learning difficulties. For example, Feng, who transferred from Kameyama in the fourth grade, has a poor foundation but a correct learning attitude. In view of this situation, I made a help plan for her: (1) Pay more attention to her in class, care more about her in life and help her understand herself: it's not that she is stupid, but that she can't learn. (2) Let two students who volunteered to be her little teachers help me and make up lessons for her after school. (3) Get parents' support and cooperation, and actively ask tutors to help with homework and consolidate new knowledge. After several months' joint efforts, Feng finally scored more than 60 points and 70 points in the final exam of grade four in two semesters respectively, and her parents were very satisfied. Huang Yu lacks interest in learning and has poor initiative. Due to the doting and connivance of his parents, he also developed the habit of lazy study. He sleeps in class and becomes distracted after class. He scored about 30 points in every exam and belongs to the second kind of students with learning difficulties. My approach to this kind of students is generally that I am a strict teacher in class and he must do what his classmates are asked to do. Keep an eye on him at all times and don't give him a chance to be lazy. After class, we are friends, chatting and playing together. I remember one time after school, he didn't finish his homework and was ready to run away. I stopped him and told him to finish his homework before going home. Reluctantly, he returned to the table and refused to do so. I knew that his "lazy illness" had occurred again, so I called his parents to explain the situation (we had been in contact before, and parents had repeatedly asked the teacher to be strict with his son) and got the cooperation of his parents. I said to him, "Huang Yu, do your homework quickly. If you don't understand, ask me, and then go home." He still didn't start writing, muttering, "I won't do it after school." He wouldn't listen. He is really a stubborn cow. At this moment, I was angry: "Huang Yu, you may not do it, but I won't let you go home until your homework is finished.". There is a dark room on the stairs. You are going to spend the night there. " He is still indifferent, and it is useless to scare me with words. At this moment, I stood up and picked up the door lock of the classroom. When I walked out, I said, "I want to go home. I don't have time for you. You sleep in the classroom. I will come to see you tomorrow, and I have to make up my unfinished homework tomorrow. " Then he pretended to close the door and locked it. At last he couldn't help crying: "teacher, don't lock the door, I'll come." Since then, his "laziness" has been completely eradicated and never committed again. He can finish his study tasks on time every day, and he scored more than 90 points in the final exams of the fifth grade and two semesters.
2. Be strict with gifted students and create conditions for them to be "top notch". Give necessary guidance in learning methods, especially to guide them to learn to compare, summarize and summarize in self-study, take notes, accumulate knowledge and solve problems, and do not focus on topics, but summarize and synthesize, so as to draw inferences from one example to another.
In short, in teaching, as a teacher, I always believe that to be a conscientious person, mathematics should be a subject that students are willing to learn and enjoy learning. Only in this way can we provide students with sufficient space and time for exploration and practice, arouse the enthusiasm of most students, and improve the quality of primary school mathematics teaching and students' comprehensive quality on a large scale. Mathematics teaching is both hard and interesting. Let's have fun in suffering and enjoy happiness in hiking exploration!