How to tutor students of four-year mathematics department
Pay attention to improving students' practical operation ability
Mathematics is an instrumental subject, which is the basis of learning other subjects well. The so-called instrumentality is naturally reflected in its practice. Students in grade four are more sensible than students in grade one or two, but they are still children after all, and it is their nature to be lively and active. Teachers need to understand this and know how to use their own characteristics to serve classroom teaching, which will really benefit students' learning and growth. In other words, teachers should give students the opportunity to operate and learn while doing. A truly efficient classroom needs to show students' real learning process. How to express this authenticity is of course practice, because "practice is the only criterion for testing truth". Therefore, in practical teaching, teachers need to pay attention to improving students' practical operation ability, give students more opportunities to practice, and let the body and brain exercise together, so as to achieve twice the result with half the effort.
For example, there is a lesson in the fourth grade mathematics textbook of Beijing Normal University, which is the first step for students to contact the equation. Only by this time can students be familiar with this aspect in the future. For this strange thing, when giving lectures to students, teachers can start from their interests and give them more opportunities to do it themselves and learn in practice. For example, give them 20 pieces and divide them into two piles, one pile 14 pieces and one pile of 6 pieces. How many sticks do you need to add to balance the sides? Teachers can ask students to take this "how much" as "X" and then ask them what to do next. Guide them to list the equation "6+X= 14". Because there is a do-it-yourself operation in the early stage, students' interest is stimulated, and the following study will naturally increase their attention. Through this teaching method, the fourth-grade primary school students love math classes.
Mathematics is "read" a hundred times, and its significance is self-evident.
The ancients said, "Reading a book a hundred times is self-evident." This sentence illustrates the importance of "reading". In the eyes of many people, "reading" is regarded as a feature of Chinese, English and other Chinese subjects, or liberal arts subjects, while science subjects such as mathematics need to do a lot of problems, and they can really learn well through "sea tactics". This traditional concept is very wrong. Nothing is absolute. Chinese can also improve learning ability by doing problems. Similarly, mathematics can also be learned by "reading". Many students can't do the problem because they are unfamiliar with it, don't understand its meaning and don't know where to start. In view of this situation, teachers can let students "read" mathematics, read it several times, and naturally understand what it means. At this time, it is natural to learn it again, which is much easier and simpler.
For example, lines and angles will be learned in the fourth grade mathematics textbook of Beijing Normal University, which is a relatively difficult content, and the content is complicated and cumbersome. For the fourth grade students, the learning process is relatively difficult. You will find that they have a lot of knowledge that they can't understand and don't understand what it means. In this lesson, you will have a preliminary understanding of straight line, and you will learn translation and parallelism, intersection and verticality, rotation and angle, angle measurement and drawing angle. In short, there is a lot of content, which is still not easy to understand. Teachers should encourage students to "read" more at this time, so that they can understand what these nouns mean and how to learn them. If you think that you can learn well by doing more problems, it is impossible. This lesson is different from anything else. Practice makes perfect. Without a good understanding of such complicated content, you really can't learn it well. On the contrary, if students "read" much more, meaning appears and suddenly understand its meaning, then learning this lesson well is not a problem. Through this teaching method, we can improve the mathematics learning ability of fourth-grade primary school students and help them learn mathematics well [2].
Arouse the enthusiasm of poor students to learn mathematics well
Tell "poor students" operable learning methods
At the same time, guide him to make up the most critical knowledge in a short time, so that he can roughly keep up with the current progress. You can't just talk about reviewing, attending classes, doing homework and asking the teacher. In the face of the "poor student" who didn't learn math well, what we should especially point out is the root cause of his poor performance in this subject? Some commonly used formulas and concepts are not remembered, some important basic problem-solving methods are not skillfully used, or some key knowledge of primary schools is not fully understood. If one place is unclear, it may cause learning difficulties. If several places are unclear, it may become a "poor student". After finding the right knowledge, fill the key knowledge first. When making up lessons, students should be helped to learn to study by themselves one by one, that is, to find the corresponding knowledge and study it by themselves, and to ask the teacher if they don't understand anything. At this time, in order to give students confidence, our counseling should also be matched accordingly.
For example, if you know that the "poor student" has made up some knowledge points, it is necessary to conduct a simple phased test on these knowledge points appropriately, so that he can also taste the joy of success and high marks. Secretly, step by step to prove that he has kept up with the teaching progress of the school. As the saying goes, "success is the mother of success", and the joy of success can stimulate the progress of "poor students" more than the lessons of failure. At the same time, we must emphasize the cultivation of the habit of doing problems in counseling. Practice has proved that the reason for poor students' math problems lies not only in their poor grasp of relevant knowledge points, but also in their incorrect habit of doing problems and their ignorance of how to transform known conditions. For example, look at the topic carefully and patiently, then find the connection between the known and the unknown, and finally establish the unknown equation. Almost all "poor students" have not mastered these basic habits of doing problems. Knowledge points should be combined with the habit of doing problems, which is the secret of the transformation of "poor students"
Be emotional and cultivate infection.
Due to the negative influence of exam-oriented education, teachers generally pay attention to the top students and think that the poor students are "obedient and don't need to teach." Because poor students are neglected in their thoughts, study and life, even discriminated against, forgotten and abandoned, they gradually feel hopeless about knowledge and lose their enthusiasm for learning, which leads to poor students giving up on themselves, declining academic performance and discipline, psychopathy, abnormal personality and truancy. Teachers should treat poor students equally, actively help them solve their difficulties in thought, study and life, understand with emotion, act with reason, and warm their cold hearts with teachers' love and patience. Let them feel the warmth of the collective and the happiness of life, and gradually restore their desire to learn.
For example, Wang Bo, a classmate in my class, can't be strict with herself at ordinary times. He often asks for leave, and his homework is of poor quality, which is a hard nut in his class. Today's four questions are bound to be missing two, and tomorrow's exercise book will be skinless again. What's more, sometimes there is no leather book at all, just a few pieces of paper that I don't know where to get and write a few questions casually. In view of the above situation, I have educated him many times, but he always promises to be good, and the actual practice is only worse than before. When asking my parents for help didn't work at all, I was relieved, so I treated him coldly, and there was a tendency that "you can't carve a dead wood, but you don't have to discard it." But his parents' "Thank you for blocking Wang Bo with the blackboard" changed my mind and made me realize that every move of the teacher will have a great influence on the growth of children. Searching for memory carefully, I think of that sunny summer day, and the sun shines persistently into the classroom through the windowsill. The reflection of books made Wang Bo's eyes close to the window hard to open. Seeing this, I picked up a small blackboard by the wall, put it on the windowsill, and moved it around to keep out Wang Bo. I really didn't expect that my casual behavior would leave a deep impression on a child's heart, make him proud and become his capital to show off to his parents. From then on, I knew the educational function of emotion and infection. I changed from simple and rude strictness to gentle and drizzling strictness. Now that I think about it, even if he doesn't get into college in the end, the love he gets in his heart will accompany him for life. I am convinced that as long as we persistently water these young plants with love, they will grow into towering trees.
How do students learn math well?
1, guide students to ask math questions.
In order for students to become the main body of learning, we should give them opportunities to think and choose, ask learning questions and determine learning goals. For example, in the teaching of "Preliminary Understanding of Fractions", after the teacher finishes writing the topic, he asks the students how much they know about fractions and what they want to know, thus guiding the students to ask learning questions. Some students say they want to know how to read and write scores. Some students said they wanted to know what the score meant. Some people say they want to know why it is called a score. At this time, the teacher sorts out the problems to be solved from the problems that the students want to know. This practice of asking students to put forward problems they want to solve can fully take care of students' differences and let students put forward their own goals according to their own conditions and develop at the original level. This embodies an important idea in the new curriculum standard of mathematics: different people get different development in mathematics.
2. Allow students to choose their learning methods.
Students' cognitive styles are different, so are their learning habits and methods. For example, sometimes students like to think independently when studying, and sometimes they like to communicate with others. Some students like to learn to a certain extent, while others like to be unique. Every student has his own preferred and stable learning style and habits. Don't insist on uniformity, but allow students to choose their favorite learning methods and problem-solving methods. For example, in the study of "the initial understanding of scores" mentioned above, in the process of learning, students will know scores in different ways and understand their characteristics. Some students like to know the score from specific problems in reality, and some students may be more willing to communicate with their classmates. Teachers allow students to explore according to their own choice of methods, which provides each student with the opportunity to freely choose learning methods, which not only respects students' cognitive style and learning style, but also helps to cultivate students' strategic awareness.
3. Cultivate students to control the learning process.
Because even the same content, different students need different time and methods to learn. In the past, when teaching "9 plus several", the teacher asked the students to use "look at large numbers and divide by decimals" to calculate. Even if students have their own ideas, they do not advocate calculating according to their own algorithms. Students' methods are often regarded as "bad" methods. In the long run, students will lose their individuality and creativity. The concept of the new curriculum reform emphasizes autonomous learning and allows students to solve problems in different ways, including using bad methods to calculate. Therefore, when teaching "9 plus several", students should feel that the choice of calculation method is not decided by textbooks or teachers, but by students themselves, so that students can have a successful experience of independent inquiry.
Mathematics teaching method
Master the teaching methods of the new curriculum
In the educational reform, China has made remarkable achievements in education. In order to cultivate high-quality talents for our country, we must speed up the pace of education development in China and implement quality education in an all-round way. Quality education is an education with the fundamental purpose of comprehensively improving students' basic quality. According to the urgent need of quality education, in 2004, China revised the ideology and morality, Chinese, mathematics and nature of the first grade of primary school, and the revision of the new curriculum is of great significance to the development of education in China.
There are many newly compiled first-grade math diagrams, in which the number of objects is used to represent the number of numbers. Look at the picture of the object and write the numbers in the formula. In practical problems, it is scientific, creative and of deeper educational significance to use physical graphics to express conditions and use one sentence to describe the contents in pictures when asking questions. Facing the new curriculum reform, it is not feasible to rely on traditional teaching methods. According to the characteristics of new textbooks, teachers must change the traditional teaching methods in the teaching process, and to improve the quality of mathematics teaching, they must study teaching methods and master teaching skills. To give students a good math lesson, teachers should first be familiar with the teaching materials and master their characteristics. Insist on preparing lessons and prepare well. Classes should be conducted according to the content of preview, heuristic teaching should be adopted, students should be good at stimulating their enthusiasm for learning, and students should be encouraged to speak boldly in class. Classroom teaching should be active, teachers should ask questions to let students develop their imagination freely, and allow students to answer different questions and arguments. Let students improve their thinking ability and analytical ability in class. Every time a teacher has a new class or a class with some difficult problems, he should give more examples before giving a lecture. Through the teacher's analogy, the problem becomes simple and easy. As soon as the teacher finished the topic, the students understood it and did it. Every time after class, students should be assigned homework, so that students can practice more in practice and master the methods of doing problems skillfully. Only when teachers work hard in every class can they improve their academic performance.
Increase interaction with students, language humor.
When I first started to work, I deliberately went to work with a serious expression every day in order to scare the students. I always feel that I am far away from my students, which leads to long-term depression and children are afraid to ask questions. The so-called get twice the result with half the effort is like this. Later, I tried to change my mind, regard myself as one of them and communicate with them with my heart. Students dare to ask questions and are willing to ask questions.
I will also add some humorous language during the lecture, because students are interested in the target materials, so everyone can concentrate on the lecture time; Personal mental state (fatigue and emotional state); The influence of the external environment on you (quiet environment or people around you doing the same things as you) changes. Therefore, adding some sense of humor to the language can effectively make children concentrate on listening.
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