(a) pay attention to the creation of situations and fully mobilize students' effective learning emotions?
It is very important to establish a good teacher-student relationship and mobilize effective learning emotions for maintaining students' interest and attention in learning. Mobilizing effective learning emotions can not only cultivate students' learning confidence and mobilize their learning initiative, but also effectively improve the effectiveness of classroom teaching. When creating situations, we should pay attention to the following points:
1. Is the purpose of situation creation clear?
In mathematics teaching, each class has certain teaching tasks. The creation of situation is a process including the selection of materials, the organization and presentation of content. Just like bridge construction, the rationality of the situation is regarded as the quality requirement of building materials and the problem-oriented is regarded as the design requirement of bridge function, so the effectiveness can be regarded as the overall consideration of bridge engineering quality. The creation of situation is the requirement of teachers under certain teaching objectives. The design process aimed at promoting the coordinated development of students' ability to find, analyze and solve problems should be conducive to students' mathematics learning and the development of their cognitive skills, mathematical thinking, emotional attitudes and values. Therefore, in teaching, we should not only create situations closely around the teaching objectives, but also give full play to the role of situations and guide students to extract mathematical problems from situations in time. If it is a problem situation, the teacher's questions should be specific and clear. What should attract our attention is that the creation of situations is not always needed everywhere, but should be analyzed according to specific situations. Sometimes, we need to create realistic life situations; Sometimes, mathematical situations will have a better effect; Sometimes, introducing teaching content through real situations will lead to logical confusion. When we choose whether to create a situation or what kind of situation to create, we should take whether the situation can carry mathematical knowledge well as the standard, otherwise it is a waste of time.
2. Should the teaching situation have the flavor of the times?
As a teacher, we should treat students with a dynamic and developmental perspective. In today's information society, students can get a lot of information through various channels, and the situations created by teachers should also have a sense of the times, so that they can learn to care about the development of society and the country. For example, in a teaching about cuboid box without cover, in order to let students explore the relationship between the side length of small squares and the volume of cuboid box without cover, students are given a square paper with the length of 10, and a small square with the same size is subtracted from each corner to fold it into a rectangular box without cover. Ask students to put forward some mathematical problems that can be solved by using existing information through origami activities. Situational creation allows students to experience the process of mathematics learning, not only to experience the process of mathematics re-creation through the understanding, discovery and generation of knowledge, but also to create their own situations.
The content and form of the situation should be designed according to the students' life experience and age characteristics?
There are many kinds of teaching situations, such as story situation, question situation, activity situation, competition situation, experiment situation and so on. The creation of situations should follow the psychological characteristics and cognitive laws of children of different grades and ages, and be designed according to students' actual life experience. For children in lower, middle and higher grades, teachers can create situations by telling stories, playing games and demonstrating intuitively. For senior students, it is necessary to create an environment conducive to students' independence.
(B) in-depth study of teaching materials to ensure the effectiveness of knowledge.
The effectiveness of knowledge plays an important role in ensuring the effectiveness of classroom teaching. For students, the effectiveness of teaching knowledge refers to new ideas and new materials. Whether the teaching content is effective or not is related to the nature of knowledge and the state of students, which is very important. First, the growth of students' knowledge depends on the amount of effective knowledge. The growth of students' knowledge in teaching is the key to the success of teaching. Secondly, the development of students' wisdom depends on the amount of effective knowledge. Development is the main task of teaching. Knowledge is not wisdom, but knowledge transfer is wisdom. In short, not all the knowledge in a person's total knowledge has the same fluidity, but internalized and skilled knowledge can be extracted at any time and used flexibly. This part of knowledge is called effective knowledge in the total knowledge of individuals and is a symbol of wisdom. Again, the improvement of students' thinking depends on the amount of effective knowledge. This kind of knowledge refers to what students get in teaching, which is comprehensive, thoughtful and really beneficial, that is, effective knowledge. Finally, the psychological effect of teaching depends on the amount of effective knowledge. Only by having a pleasant psychological effect on the acquisition of knowledge can it become the driving force and catalyst of activities.
(3) Explore an effective learning process.
The core of classroom teaching is to mobilize all students to actively participate in the whole process of learning, so that students can learn independently and develop harmoniously. Whether the learning process is effective is the key to the effectiveness of classroom teaching. In learning, students are the main body of learning, and teachers are active organizers and guides of learning activities. As a teacher, we should attach importance to students' autonomous learning, and let students actively explore in their favorite ways, so as to develop their intelligence in the process of inquiry learning. Improve their abilities. However, we have to admit that growing pupils are immature learning subjects. Due to the limitation of age, experience, knowledge and ability, their ability to ask and analyze questions is limited after all. Therefore, only by giving full play to the role of teachers as organizers, guides and leaders can students' subjectivity and initiative be brought into play and students can learn to learn, especially in areas where students have great difficulties and differences in learning. Or when summing up knowledge and methods, instruct teachers in time. An effective learning process can also be achieved through games. The attention of primary school students is characterized by unconscious domination, especially in the lower grades, which often shows the interest and full requirements of preschool children. They can play for hours, but they can't sit still in one place. The new curriculum requires that every student should be targeted. Especially for students with differences. Therefore, according to the differences, we can implement the stratified teaching strategy, give full play to students' potential, implement the stratification of the teaching process, let students think independently, show their personality, and let every student develop, so that mathematics classroom teaching can be true and effective.
(4) Create an effective life situation in connection with the actual life.
The situation should be close to students' life, which is an important source of students' mathematics truth. Situational creation in mathematics teaching is an information processing process based on the needs of specific learning objectives and learning contents, with students' experience as the center and the creation of initial conditions of mathematics and the selection of living materials as the main link. It not only provides an experience platform for students to actively participate in mathematics activities, but also builds a bridge between mathematics and life. Creating an effective life situation is an important condition to improve the effectiveness of classroom teaching. Mathematics curriculum standard points out: Starting from the life situation and fairy tale world that students are familiar with, choose mathematics problems that students are interested in, stimulate students' interest and motivation in learning, and make them feel the close relationship between mathematics and daily life. In mathematics teaching, teachers should seize the opportunity to create learning situations that are closely related to students' living environment and knowledge background, so that students can appreciate the fun of mathematics, generate the need for learning, stimulate the enthusiasm for exploring new knowledge, and actively and effectively participate in learning. When creating a life teaching situation, we should first choose a realistic life situation. Teachers can directly select daily life situations familiar to students in textbooks for processing, or they can create real life materials that students are interested in as classroom situations. Second, we should build an open life situation. Teachers should extend and expand the knowledge in the classroom, turn the learning process of abstract knowledge into a practical and open learning process, and guide students to find problems and boldly put forward conjectures. Constantly form, accumulate and expand new mathematical life experience. Third, create multiple life situations. Teachers can re-create life situations and re-process and integrate teaching contents by understanding students' lives and interests.
Production and life are actually the origin and destination of mathematics. During this period, a large number of materials are available for students to use in mathematics classes. Teachers should be conscientious, constantly provide students with life materials and let life enter the classroom. Only the static mathematics of words can truly become the dynamic mathematics of life. Students should feel that mathematics is not learned for nothing, and they can use it immediately after learning it. This kind of classroom teaching is effective.
(5) Pay attention to teaching reflection and improve the quality of classroom teaching.
Teaching reflection needs to jump out of self and reflect on oneself. The so-called "jumping out of self" means to hold lectures and exchanges regularly, study other people's teaching strengths, find out the ideological gap through study and comparison, and analyze the differences in means and methods, so as to improve themselves. Of course, whether using action research method or comparative method, we all need to learn advanced education and teaching theory and improve our theoretical level. We should make in-depth analysis and reflection in every class. We should conscientiously sum up the presupposition and reality of each teaching link, students' learning situation, teachers' regulation and control, classroom generation and so on. Find out the regular things and learn through constant reflection. The main contents of our reflection include: thinking process, problem-solving thinking, analysis process, operation process, language expression and teaching thinking method, so as to promote the improvement of classroom teaching quality. The teaching effect will definitely be better. As a purposeful cognitive activity, the effectiveness of teaching is what most teachers pursue. No matter where the curriculum reform goes, effective classroom is our teachers' eternal pursuit. Under the guidance of the new curriculum concept, we should reform the classroom teaching mode and improve the effectiveness of classroom teaching under the premise of giving full play to the students' main role.