1. Setting: refers to creating situations and arousing desires (about 5 minutes). The students' thinking process is influenced by the situation. Good thinking situation will stimulate their thinking motivation and curiosity, while bad thinking situation will inhibit their thinking enthusiasm. Therefore, it is very important to create a good thinking situation in teaching.
2. Enlightenment: refers to inspiration and induction to explore new knowledge (about 15 minutes). Fifteen minutes after the creation of situational teaching is the best time for students to be full of energy, pay special attention, think quickly and remember well, so it is also the "golden time" for teaching. Teachers should solve the key and difficult contents of teaching during this period.
3. Exercise: refers to variant exercise and feedback correction (about 10 minutes). After the intense thinking of accepting knowledge led by intentional attention, students will have a short period of energy exhaustion and begin to relax in class expression. At this time, teachers should fully mobilize students' initiative, give full play to students' main role, constantly change teaching methods, change stimulation methods, try to let students participate in activities with multiple senses, and do more variant layered exercises of exercises, so that students can master what they have learned in class, form skills and arouse students' new interest and attention. You can talk and practice, or you can concentrate on practicing. When practicing, the teacher pays attention to itinerant tutoring, and everything depends on the specific situation.
4. Test: refers to the feedback of molding test and evaluation (about 10 minute). This link can be called the second feedback. During this period, students' attention often fluctuates, and they are distracted, showing the mentality of listening but not listening and waiting for class to end. This period of time should not end hastily. Teachers should organize students at all levels to test basic knowledge and skills in time and effectively on the basis of variant and layered exercises. Teachers will announce the answers, students will recognize each other, the degree of achievement will be recognized in the classroom, and attention will be paid to timely remedy.
5. Regression: refers to summarizing and deepening the goal (about 5 minutes). The fundamental task of mathematics teaching is to develop students' mathematical cognitive structure, which is transformed from mathematical knowledge structure. Therefore, at the end of classroom teaching, students should be guided to sum up knowledge, rules, key points and problems, so that knowledge, skills and thinking methods can form a network interwoven with latitude and longitude in students' minds. Let students master systematic, generalized and structured knowledge and skills, and bring them into their own cognitive system, which is helpful to deeply understand and maintain what they have learned, promote the internalization of knowledge, form a good cognitive structure, and cultivate students' mathematical concepts and improve their mathematical literacy.
Two, the use of five-character hierarchical teaching structure, teachers should give full play to the main role of students in the teaching process.
First of all, teachers should attach importance to mobilizing students' learning enthusiasm, promoting the formation of internal driving force, shifting the focus of teaching to students and implementing teaching. The leading role of teachers should be reflected in grasping the direction of students and creating favorable opportunities and conditions for students.
The second is to implement effective control objectives. In order to ensure the optimal implementation of this classroom teaching structure, teachers should set clear control indicators: (1) teaching time should not exceed 25 minutes, and students should think, discuss, practice and test for no less than 15 minutes; (2) Complete variant exercises and formation tests in class within a limited time; (3) Hierarchical questioning, hierarchical guidance, hierarchical requirements for classroom assignments and exams, so that students at all levels can taste the joy of success through hard work. In particular, "problem students" should be given special care, that is, timely compensation (stratification is dynamic); (4) Strengthen, adjust, feedback and correct all kinds of "information" generated in the teaching process in time, so as to facilitate the smooth progress of teaching.
Third, enlightenment.
Classroom teaching structure is an orderly combination of various elements in the classroom teaching system, which directly determines the quality of classroom teaching. The hierarchical teaching structure of five-character classroom embodies the teaching thought of "taking students as the main body" and "thinking as the core" Classroom educational psychology shows that; When students' classroom emotions are "awakened" and their attention is focused, the knowledge consolidation rate is high and lasts for a long time, whereas the consolidation rate is low and the time is short. It can be seen that in teaching activities, students are in the main position of learning. When each link in the classroom teaching structure conforms to the students' age characteristics, psychological characteristics, the original mathematical knowledge base and personality differences, it can exert high efficiency and produce the best results. Therefore, adopting a scientific and reasonable classroom teaching structure and giving full play to students' main role is an effective way to improve classroom teaching effect and promote quality education into the classroom.