First, deal with the relationship between teachers and students with students as the main body.
In traditional teaching, teachers are the first, mainly teachers, usually "teachers talk, students listen" or "teachers play, students watch", and the evaluation method is relatively monotonous. Teachers specify the scope of the exam first, and then let students memorize it, which always gives students a condescending feeling. Students have been in a state of depressed and passive learning for a long time, and they can't afford to learn at all, let alone develop in an all-round way. The new curriculum reform corrects this traditional thought and puts forward "taking students as the main body and making students the masters of the classroom", which requires teachers to establish a correct view of students, handle the relationship between teachers and students, and create a democratic, harmonious, happy and open classroom teaching atmosphere. The primary school teacher can be said to be the first person who has been in contact with the elderly for a long time when he was a student. At this stage, the physical and mental development of primary school students is not mature enough, and the formation of personality often comes from imitating the words and deeds of teachers. Therefore, teachers must set a good example for students and set a good example for students. In classroom teaching, teachers should not put on the shelf of "respecting teachers and attaching importance to teaching", but should actively create a good relationship between teachers and students, always care about students, communicate and discuss with them more, and solve problems for students. The new curriculum reform strongly advocates emotional teaching, making the classroom a "shaping field" for students' quality and character.
Second, optimize the teaching process and improve the classroom teaching effect.
prepare lessons
1, prepare lessons collectively. Collective lesson preparation can give full play to the role and collective wisdom of teaching and research groups. We should study the textbooks carefully, grasp the important and difficult points, discuss the teaching methods, express our opinions and speak freely.
2. Personal lesson preparation. On the basis of collective lesson preparation, individual lesson preparation should prepare teaching materials, students and teaching methods, and the teaching plan should reflect the concept of new curriculum standards and the characteristics of teaching materials, so as to make it feasible, operable and practical.
(2) Preparation before class
The preparation before class must be sufficient, including multimedia, projector, small blackboard and teaching AIDS. As the saying goes, "sharpening a knife does not mistake a woodcutter." Only by adequate preparation can we improve classroom efficiency and teaching quality. In addition, through preparation, teachers can easily cope with special situations in the classroom.
(3) Teaching process
Teaching process is the core link of a class and the key to improve teaching effect. In teaching, we should pay attention to standardization and effectiveness.
1, import link. There are many import methods, such as game method, situational method method, migration method, story method and comparison method. As the saying goes, a good beginning is half the battle. A good introduction of new courses can quickly stimulate students' interest in learning and let them quickly enter the best learning state. Therefore, teachers should choose the introduction method suitable for teaching content and students according to the content of teaching materials and the actual level of students. Review foreshadowing can directly serve new knowledge, directly trigger the growth point of new knowledge, and is also a good introduction method.
2. Newly granted links. Each class has its own key points and difficulties. Teachers should carry out activities according to the important and difficult points, gradually carry out teaching, highlight key points and resolve difficulties. For the key parts, students should be allowed to discuss, explore and solve independently; Difficulties allow students to discover and find strategies to solve problems themselves. In order to make students speak clearly and solve the important and difficult problems in class, teachers can stimulate students' brains with the help of audio, gestures, blackboard writing or models, projectors and other intuitive teaching AIDS, so as to excite students, leave a deep impression on students, stimulate students' interest and improve their ability to accept new knowledge.
3. Consolidate the practice link. Practice is an effective means to consolidate new knowledge. Through practice, students can accumulate problem-solving skills and cultivate their knowledge application ability. Therefore, classroom exercises should be carefully selected and graded from easy to difficult. In actual teaching, teachers should also choose examples according to the teaching purpose, teaching requirements and students' actual level, make a comprehensive analysis from the perspectives of the difficulty, structural characteristics and thinking mode of examples, design exercises in combination with real life, pay attention to the knowledge, ideology and interest of exercises, and pay more attention to the quality of exercises. 4. Summary link. Teachers' effective classroom summary can make students further perceive the learning process. Students' own learning summary can let teachers know the gains and losses in teaching and reflect on teaching.
Third, encourage hands-on practice and optimize classroom teaching.
Optimizing classroom teaching is to scientifically design classroom teaching plan, reasonably arrange teaching links and create teaching situations conducive to students' autonomous learning and cooperative communication on the basis of students' basic abilities and original knowledge, so as to stimulate students' interest in learning, enhance their self-confidence, encourage students to actively participate in learning, and finally achieve the purpose of improving the effectiveness of teaching activities. For example, when learning "knowing decimals", we must not be divorced from real life. We can finish the teaching by students' hands-on operation, so that students can independently measure common items in life and find two kinds of measurement results: one is a number that can be expressed by integers; One is to measure the remaining quantity that cannot be expressed by integers. At this time, the concept of "decimal" appears with students' own exploration, which is beneficial for students to master and apply.
Fourth, apply mathematical knowledge to solve practical problems.
Teachers should pay attention to observing life, be good at finding practical materials close to students' real life, let students use mathematics knowledge to solve problems in real life, and let students fully understand the truth that mathematics comes from life and is applied to life. For example, after teaching "area of rectangle and square", students can measure the length and width of the classroom, then calculate the specific area of the classroom, and give the specifications of several floor tiles, so that students can design a set of the most practical laying scheme according to their knowledge and the area of the classroom. This method is not only close to students' real life, but also conducive to stimulating their practical interest, and it is also a process of digesting and applying new knowledge.
Fifthly, using multimedia technology to optimize teaching methods.
In order to improve the efficiency of classroom teaching, we must pay attention to the optimization of teaching methods. In view of the advantages of multimedia technology, such as visualization, concreteness and illustration, it just conforms to the characteristics of primary school students' thinking in images. Therefore, we can make rational use of multimedia-assisted teaching, thus optimizing teaching methods, stimulating students' interest and improving teaching efficiency. For example, the "geometric figure" in primary school mathematics is not only the focus of learning, but also the difficulty of teaching. Solving geometric problems requires students' imagination. Because primary school students do not have complete abstract thinking ability, it seems that they can't solve the problem. If multimedia image teaching is introduced, this problem can be solved simply and easily. For example, when calculating the area of combined graphics, multimedia can be used to cut, rotate, translate and recombine the combined graphics, so as to simplify the complex and help students master the combination process of graphics and find a suitable solution. However, it is worth noting that we must grasp the number and frequency of using multimedia and the scale of display. If we pay too much attention to visual stimulation, it will have a negative impact.
In a word, only by truly innovating classroom teaching and improving teaching quality can students gain more knowledge, master more learning methods, establish self-confidence and reflect the real charm of mathematics.