The idiom "love me, love my dog" tells people that emotions can transfer, while "love my teacher and believe in my way" clearly points out that students' feelings for teachers can improve their tendency to learn knowledge. The emotional transfer of primary school students is particularly strong. How to cultivate emotional communication between teachers and students in primary school mathematics teaching classroom, so that students are full of self-confidence and intimacy, and also let teachers and students trust and support each other emotionally, and create a good and harmonious classroom environment. It has been investigated that a student's liking for a certain subject is largely related to his favorite teacher. Students like teachers, that is, they like the lessons he teaches. In class, he found the content taught by the teacher lively and interesting, and studied with a positive and excited mood. For example, when I first went to the podium, I tried to make myself an absolute authority in the classroom, and the students had to obey themselves. If you meet a disobedient student, punish him for standing in the corner of the classroom. When I saw their depressed faces, I felt conquered. However, this seems to have little effect, students will still make mistakes and their math scores will drop. Later, I found it useless to handle it myself. For example, Xiaoyu, a classmate in the class, always deserts in class and always opposes the teacher. He is not afraid of how to punish him. Later, I talked to him several times, only to know that he just moved in and no one likes to play with him. He felt left out by his classmates, so he did something that his classmates dared not do to attract everyone's attention. Later, I deliberately gave him more opportunities to speak in class, and did ideological work for other students after class, so that some students could play with him more. Slowly Xiaoyu became an excellent student in our class, not only good at math, but also good at Chinese and English. The key is not to mess up in class. In a word, emotional communication makes the classroom atmosphere harmonious, the teacher-student relationship harmonious and the cooperation tacit understanding. Ushinski, a famous educator, said: "The role of emotion is much stronger than the belief held by simple reason or the deep-rooted habit formed by fear of punishment." [1] So as to make students dare to think, speak, ask and innovate, be full of interest in mathematics, improve students' ability to learn mathematics, and promote the effectiveness of mathematics classroom teaching in primary schools.
Second, create an active classroom teaching situation to improve the effectiveness of primary school mathematics classroom teaching.
"Mathematics Curriculum Standard (Experimental Draft)" clearly points out: "Mathematics teaching is the teaching of mathematics activities, and it is the process of interactive development between teachers and students and between students." [2] Therefore, in primary school mathematics classroom teaching, both teachers and students should have positive communication and interaction. It embodies the harmonious classroom atmosphere between teachers and students. This humanistic teacher-student relationship also provides a broader development space for students' open thinking, prominent subjectivity, open personality and innovative inquiry, thus improving the effectiveness of primary school mathematics classroom teaching. The concept of modern quality education requires teachers to create situations and optimize means, so that students can learn lively, develop their learning skills and develop their personality in pleasant physical and mental communication. Because truly effective learning must be carried out and realized with active participation, the breadth of participation and the frequency of participation opportunities determine whether participation is sufficient, active and effective. Students with good participation can always actively and enthusiastically participate in classroom teaching. For example, when teaching axisymmetric graphics, I cut out all kinds of beautiful graphics (such as small planes, small fish, cars, etc.) with colored paper. After reading it, the students said happily, "Teacher, how did you cut this out?" At this time, I didn't rush to tell the students, but let the students discuss and cut themselves. Now the students are talking about it like ants on hot bricks. Some said, "Fold the paper in half when you cut it." Some asked, "Can I draw a picture and then cut it?" ..... After everyone expressed their opinions, I said, "Students, the methods you think are very good! Now try to cut it. " So, the students cut it seriously, and soon, they showed their works one after another: dragonflies, houses and so on. How beautiful! The students were ecstatic when they saw their works. Then, I guide students to observe the cut patterns, let them tell their characteristics and find their similarities and differences. Enable students to learn the knowledge of axisymmetric graphics in a harmonious classroom atmosphere. As the saying goes, "forget what you hear, remember what you see, and learn by doing." This shows the superiority of participating in learning. Therefore, in teaching, we should try our best to create various hands-on situations and teacher-student interaction situations, optimize teaching methods, and let students' hands, eyes, brain, mouth, ears and other senses participate in the internalization of knowledge as much as possible, so that students' psychological activities are in a proactive state, which will not only help students master knowledge, but also cultivate students' hands-on ability and exploration spirit to meet their needs as individuals.
Third, improve the effectiveness of classroom exercises to ensure the effectiveness of primary school mathematics classroom teaching.
Classroom practice is an important part of primary school mathematics classroom teaching. Mathematics curriculum standard (experimental draft) points out that mathematics teaching should be based on the development of students. The effectiveness of classroom teaching is the evaluation of teachers' teaching behavior to achieve teaching goals and meet students' development needs, and it is the expression of teaching value. The development of classroom teaching is not limited to the classroom, but should start from all the basic links of teaching, and promote it layer by layer. Among them, classroom practice, as one of the important links in classroom teaching, is directly related to the teaching quality and the practical value of personnel training. Only by improving the effectiveness of classroom practice can we ensure the effectiveness of classroom teaching.
(A) careful preparation before class is the premise to improve the effectiveness of classroom exercises.
As a classroom designer, teachers should pay attention to the design of classroom exercises while preparing lessons, so as to optimize training topics. Learn to think more and improve the design of classroom exercises in thinking. Effective classroom practice directly affects classroom teaching effect and students' mastery of knowledge. So how to design effective classroom exercises? First of all, we should make good use of the exercises in the textbook to achieve "accurate, adequate and good use" The exercises in the textbook are carefully designed by the teacher, which meet the requirements of the new curriculum standard and have a strong pertinence to the knowledge taught. Therefore, our teachers should study the textbooks carefully and make proper use of the exercises in the textbooks, so that students can start from the basics and gradually improve. Secondly, it is necessary to design some exercises outside the textbook as a supplement, and the topics should be carefully designed, that is, which topics are suitable for classroom practice and which topics are suitable for classroom feedback, which require the careful design of teachers. Now the online exercises are overwhelming, and all kinds of exercises and feedback questions are dizzying. To choose exercises with obvious times, effective thinking training, flexible methods, typicality and representativeness, we should also make the selected exercises have a certain gradient. Students can't be asked to do the sea tactics without grades, but they should practice if they want to practice.