Last semester, teacher Chen Ruile won the first place in the fifth grade mathematics in the school district in the final quality evaluation of students. There must be many places worth seeing and discovering to achieve such good results. Last Thursday, we adopted a seminar to study the desirable measures to improve quality. Analyze Mr. Chen's class and think about the significance of behavior and its influence on students. I made several discoveries.

First, the simplification of difficult knowledge

If President Zhou can understand a lesson, so can the students. Because President Zhou teaches Chinese. Through the teacher's handling, it is the ultimate goal of mathematics classroom design to transform the difficulty of knowledge into something that students can learn in one jump. Then, Mr. Chen deals with more than just difficult knowledge. I often brainwash students. "This is the problem. We will learn this in this class, so stick to it. " Make students feel that, yes, math is not difficult at all. With this idea, self-confidence will be enhanced, the courage to learn will be gained, and there will be no underachievers in the class who can't catch up.

Second, the modeling of similar knowledge

At the beginning of the course, students are told that the key elements to solve problems are understanding, formula and calculation. It is equivalent to giving students a scaffold to learn this math class. With tools, when solving problems in class, remind students to take out the tools and use them again. Finally, once again, it is concluded that the problem-solving in mathematics is actually handled by such a routine, which separates the problem-solving knowledge in mathematics and gives a model for solving problems.

Third, repeated comparison and discrimination.

Compare different methods in a topic, distinguish the similarities and differences between the two methods, and make clear again what the first method counts first, and then what the second method counts first, so as to deepen the experience of knowledge. Comparing different types of the same method, the distribution calculation is listed as a comprehensive formula, and it is found that only the deformation essence remains unchanged. Compare the knowledge of this class with the knowledge already learned, move the knowledge and experience already learned forward, and make perfect use of the students' previous knowledge to consolidate the knowledge points of this class.

Fourthly, the logic of instructional design.

Teacher Chen's demonstration to the whole class is very rigorous in logical thinking. What to start from, what to do next, step by step, very clearly, and go to the teaching goal to be achieved in this class. Therefore, in a class, we should think clearly about what I want to achieve by doing this in class.