In recent years, through my own experience and several demonstration classes I have listened to this semester, I have summed up some experiences and understandings about mathematics teaching in primary schools. That is, in the teaching process, students must create various learning situations that can arouse their interest. Of course, in the process of setting the situation, we should also pay attention to some key points of setting the situation. Primary school mathematics class must focus on cultivating students' quality and ability, highlighting the characteristics of primary school students, not only stimulating students' strong interest in mathematics class, but also imparting knowledge and ability to students scientifically and correctly. Information technology is gradually changing the way knowledge is presented, the way students learn, the way teachers teach and the way teachers interact with students. Timely and appropriate use of information technology will play an inestimable role in optimizing classroom teaching and improving teaching efficiency.
Interest is the most important motivation for learning. Without interest, it is impossible to learn math well. Therefore, according to the characteristics of primary school students, we should create interesting learning scenes for them and stimulate their interest in learning. Make full use of the psychological characteristics of primary school students, such as curiosity, activeness and thirst for knowledge, and closely combine the characteristics of mathematics subject to create a learning situation that makes students feel real, novel and interesting, so as to promote the change of students' cognitive emotion from potential state to positive state, from spontaneous curiosity to strong thirst for knowledge, and produce an eager sense of subjective exploration, thus realizing the synchronous development of teachers and students' psychology in classroom teaching. Everyone knows that children are very interested in stories, fairy tales and animals. Therefore, the questions in the textbook are compiled into fairy tales and short stories, with small animals as the protagonists, so that students can "do what they like" in the anthropomorphic world. This not only enhances the interest in classroom teaching, but also effectively mobilizes students' learning enthusiasm, so that students can devote themselves to mathematics learning.
Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, relying solely on experience is actually just an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; Take teaching as a technology and automate it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious. In this way, we can call it empiricism, thinking that the information conveyed by our teaching behavior is the same as that understood by students, but in fact it is often inaccurate, because the differences between teachers and students in mathematics knowledge, mathematics activity experience and social life experience make this feeling usually unreliable or even wrong. Mathematics comes from life, and there is mathematics everywhere in life. Mathematics teaching should be based on real life and applied to real life. Therefore, mathematics teachers should consciously guide students to communicate specific problems in life and related mathematics problems in teaching, stimulate students' curiosity in learning mathematics with the help of concrete examples in real life that students are familiar with, find mathematical problems in life, solve practical problems with the analysis they have learned, and guide students to conduct research-based learning. Living problem situation is to closely link problem situation with students' life, so that students can experience problems in problem situation and increase direct experience. This will not only help students to understand the mathematical problems in the problem situation, but also cultivate their observation ability and the ability to solve practical problems initially. It will also help students to experience the ubiquity of mathematics in life and realize that learning mathematics is very useful.
Mathematics teaching activities must be based on students' cognitive development level and existing knowledge and experience. The teaching process is a demonstration of communication, interaction and development between teachers and students. Teachers should change their thoughts, update their educational concepts, shift from condescending authority to equal dialogue with students, give students the initiative in learning and encourage them to actively participate in teaching activities. Teachers should go beyond the role of speakers and become organizers, motivators, guides, coordinators and collaborators of students' learning. Teachers only give appropriate guidance and help to students in the process of study, discussion and communication. It is necessary for students to acquire knowledge and develop their ability through personal experience and the experience of the formation and application of mathematical knowledge.
Essays on Mathematics Teaching Experience in the Second Primary School
Mathematics content comes into students' life, which makes students realize the value of mathematics. Try to make mathematics come from life, use it in life, let students feel and experience that mathematics is around, and use it everywhere in life, so we must learn it well. (A) seeking knowledge background to stimulate students' domestic demand
Many concepts, arithmetic and rules in primary school mathematics can be traced back to their knowledge background. Teachers should try their best to extend their mathematics knowledge in teaching and seek its source, so that students can understand where the mathematics knowledge comes from and why. On this basis, students will have intrinsic learning motivation by teaching new knowledge.
(B) the use of life prototype to help students build
As we all know, the contradiction between the abstraction of mathematics and the psychological characteristics of primary school students' dominant thinking in images is one of the main reasons for many students' passive learning. In fact, there is a lot of abstract mathematical knowledge. As long as teachers are good at finding and reasonably using its "prototype" in students' lives, they can turn abstraction into images, students' learning can turn passivity into initiative and fear of learning into fun.
(C) facing the real life to appreciate the mathematical style
In mathematics teaching, students should not only know where knowledge comes from, but also know where to go, and use this knowledge flexibly to solve the problem of "how to get there", which is also the ultimate goal and destination of students' learning mathematics.
Mathematics content comes into students' life, which makes students realize the value of mathematics. Because traditional mathematics teaching pays too much attention to mechanical skill training and abstract logical reasoning, and ignores the connection with real life, many students have a boring and mysterious impression on mathematics, thus losing their interest and motivation in learning. To this end, we must abandon the past practice of "cutting off the head and burning the middle part", and strive to make mathematics come from life and be used in life, so that students can feel and experience that mathematics is around, and mathematics must be everywhere in life and must be learned well.
(A) seeking knowledge background to stimulate students' domestic demand
Many concepts, arithmetic and rules in primary school mathematics can be traced back to the source and find their own knowledge background. Teachers should try their best to extend their mathematics knowledge in teaching and seek its source, so that students can understand where the mathematics knowledge comes from and why. On this basis, students will have intrinsic learning motivation by teaching new knowledge.
(B) the use of life prototype to help students build
As we all know, the contradiction between the abstraction of mathematics and the psychological characteristics of primary school students' dominant thinking in images is one of the main reasons for many students' passive learning. In fact, there is a lot of abstract mathematical knowledge. As long as teachers are good at finding and reasonably using its "prototype" in students' lives, they can turn abstraction into images, students' learning can turn passivity into initiative and fear of learning into fun.
(C) facing the real life to appreciate the mathematical style
Essays on Mathematics Teaching Experience in the Third Primary School
Stop classes, continue studying, and continue teaching and research. Teacher Wu Zhengxian's primary school mathematics teaching and research activities will be launched on March 2020 10. This math teaching and research activity has benefited me a lot. I have learned a lot and thought a lot. First, the systematicness of mathematics teaching.
Teacher Wu Zhengxian proposed in this training activity that mathematics teaching should be systematic, that is, all knowledge of primary school mathematics is systematic, logical and structured. At the same time, it is suggested that all ethnic minority students should read through twelve primary school mathematics textbooks of six grades, instead of only paying attention to the grades they teach, so as to discover the internal connection of primary school knowledge, reflect the internal connection of knowledge in daily teaching, improve the overall level of their own teaching, and subtly improve children's acceptance of mathematics knowledge, thus improving the teaching effect in daily work.
Second, the essence of mathematics teaching in primary and secondary schools
In this teaching and research activity, Mr. Wu Zhengxian proposed to focus on the core content of mathematics and realize the deep coverage of a few topics (knowledge integration of multiple units). Grasp the core concepts and important themes of primary school teaching, establish the "load-bearing wall" of knowledge structure and mathematics unit in grade 1-6, break through the "partition wall" between knowledge module and teaching unit, integrate teaching with core literacy, communicate the internal relationship between knowledge and teaching unit, and systematize, logicalize and structure fragmented knowledge. A few people are required to sort out the "load-bearing wall" and "partition wall" of subject knowledge in their usual teaching work, and then summarize and consolidate the foundation of mathematics knowledge, so as to create more teaching models on the basis.
Third, my thoughts on this teaching and research activity and my next action.
1. Your knowledge of mathematics education must be systematized. The next step is to read through and intensively read twelve primary school textbooks, and gradually sort out the knowledge structure and context;
2. On the basis of systematization, sort out the "bearing wall" and "partition wall" of primary school mathematics, and try to get through the "partition wall" of each unit teaching.