Mathematics comes from life and serves life. In our daily life, as long as we are good at discovering, there is a shadow of mathematics everywhere. For example, when we are eating fruit, we can give our children an example: there are six apples on the plate, Xiaoming ate two and his mother took three more. How many apples are there on the plate now? You can also let children find the numbers in their lives. ...
When creating teaching situations, teachers should try to cite examples close to children's lives and start with stories, so that not only students are willing to accept, but also it is easier to create a rich learning atmosphere. For example, in the class of "understanding the average score", I told the children the story of Journey to the West. Starting with the children's love of watching cartoon The Journey to the West, let the children tell us the personality characteristics of the three apprentices and know that Pig Bajie is greedy, so that he can enjoy the peaches picked by the Monkey King alone. Let the students think about this behavior of Pig Bajie, OK? Moral education can be infiltrated here to let children know that selfish behavior is not good. What can I do to guide students to rethink? This leads to an average distribution and reveals the topic of "understanding the average score". In this way, the introduction of the new curriculum has stimulated students' interest in learning, made them interested and focused, and achieved good teaching results.
Second, let students actively participate in teaching practice activities and cultivate students' positive thinking quality.
Qian Xuesen, the pioneer of thinking science in China, pointed out: "Children's thinking also begins with thinking in images and then moves towards abstraction." According to the curious and active characteristics of junior children, I attach great importance to students' practical operation in class. Let students use a variety of senses in operation and acquire knowledge through positive thinking. This not only helps students to understand and master knowledge, but also helps students to develop their thinking. For example, when I was teaching the section "Understanding the Region", I drew some pictures about the region. Through a series of activities such as watching, touching, counting and looking for, let students master the characteristics of the area in play, so as to distinguish the area from the perimeter. This not only makes students "learn while playing" and truly feel the fun of mathematics, but also brings students not only the acquisition of mathematical knowledge, the improvement of mathematical thinking and practical ability, but also the thinking activities and psychological experience in the operation, which lays the foundation for their future study.
Third, establish an equal, democratic and intimate relationship between teachers and students and implement democratic teaching.
The equal, democratic and intimate relationship between teachers and students is the basis of creating a harmonious and happy classroom atmosphere, and it is also the premise of a good math class. This relationship applies to the classroom, but it is established in peacetime. Therefore, in our daily life and study, our teachers should first love their students, so that students can be close to teachers and trust their teaching. This requires us to constantly cultivate our good psychological cultivation, constantly strengthen professional ethics education, and improve our political and professional quality. As a primary school teacher, it is not only to teach students knowledge, but more importantly, to teach students how to think and cultivate their clear logical thinking ability. Communicate and talk with children more after class, so that children can regard teachers as their good friends. In this way, children will have an attitude of wanting to learn, enjoying learning and learning. Fourth, help students with learning difficulties build up their self-confidence in learning mathematics well.
"Self-confidence" is the basis for people to do everything well and the most basic psychological condition for students to learn mathematics well. Because of poor academic performance, students with learning difficulties often feel inferior, disappointed in themselves, lose self-confidence, turn from students with learning difficulties to students who are tired of learning, and finally give up learning. Helping students with learning difficulties to establish self-confidence is the primary task of every math teacher. As a teacher, teachers should take students with learning difficulties to heart and pay special attention to them in class to enhance their interest and confidence in learning. Teachers' concern for students with learning difficulties must be reflected through specific help behaviors. So I lower the threshold in class, relax the requirements for these students, and often deliberately leave some simple questions for them to complete, cultivate their sense of accomplishment and enhance their thirst for knowledge. When practicing, I also noticed the requirement of stratification. I often do two groups of questions, and students with learning difficulties only ask to do the first group. When practicing patrol, we mainly pay attention to students with learning difficulties and give timely counseling. Let them gain something after a class, and over time, let them establish the confidence that I can do it. You can also use "chatting", "face-to-face homework" and "cooking" to help them fill the loopholes bit by bit. In this "mending" process, teachers must be patient and caring, and encourage them to make progress bit by bit, thus mobilizing students' initiative in learning and enhancing their self-confidence.
For example, there is a student in my class who has a poor foundation in mathematics, does not develop good study habits, does not attend classes, and often makes mistakes in his homework. We can also see his impatience and carelessness in doing his homework. So from the beginning of writing, I asked him to write correctly, allowed him to do less homework, asked him to do one question at a time and do the wrong questions twice, and gave him a second chance, so that he could get 100, let him realize that he could do it right, slowly build up his confidence in learning, praise him promptly and forcefully when he found advantages, let him taste the joy of success, and realize that learning needs to be down-to-earth step by step, and not be too impatient. Gradually, he gained some confidence in mathematics, wrote correctly and improved his grades.
5. Appropriate reward and praise are additives for good primary school math class.
Teachers should give every student a chance to succeed, caring for outstanding students is icing on the cake, and caring for students with learning difficulties is a timely help. As a teacher, don't forget the icing on the cake, but also give timely help, especially to students with learning difficulties. Here, teachers should actively look for the bright spots in students with learning difficulties, give timely encouragement and praise, and let them constantly enhance their positive confidence and courage, and change "I can't" into "I can". For children's good performance in class, teachers should take encouraging evaluation and appropriate praise in time. Only in this way can classroom teaching be full of vitality and students' personalities be fully displayed. For example, during the exam, I will use the little red star to reward those students who have made rapid progress; For those students with excellent grades, I will reward them with a small red flower. Only by constant encouragement and praise can students' enthusiasm for learning be higher and their innovative ability be continuously improved.
In primary school mathematics teaching, we should not only let students feel mathematics in life, but also take various forms to stimulate students' internal motivation to learn to the maximum extent. And in practice, students can feel the fun of mathematics; In democratic teaching, it is necessary to establish a relaxed and harmonious bilateral relationship between teachers and students so that every child can study mathematics with confidence.
In a word, the new curriculum view emphasizes that curriculum is a process in which teachers and students jointly construct new knowledge, students are the masters of learning, and teachers are the organizers, guides and collaborators of learning. Teachers should help students truly understand and master basic mathematical knowledge, skills and ideas in the process of independent exploration and cooperation and exchange, and gain rich experience in mathematical activities. And all this depends on the teacher to organize, guide and create, so the teacher itself is a good teaching situation. Only learning in an atmosphere of equality and democracy can be called effective learning. If we rely on high-pressure policy or control to get math scores, it will sacrifice students' interest, self-confidence and sincerity, which will not pay off, and it will also violate the core concept of the new curriculum, "Everything is for the development of students". Therefore, in the implementation of the new curriculum, our teachers should first study, change their ideas and improve their teaching level. Only the development of teachers can really promote the development of students. Teachers should guide students to be good at observing situations in life, discovering mathematical problems in life, discovering the connection between mathematics and real life in the process of solving mathematical problems, realizing the necessity of learning mathematics, and having the courage and confidence to challenge mathematical problems in life. This is also conducive to cultivating students' good living habits and study habits.