The outline and method of mathematics learning in the sixth grade of primary school
Mathematics outline for sixth grade
1 Numbers and calculation
Multiplication and division of (1) fractions. Importance of fractional multiplication. Fractional multiplication. The arithmetic of multiplication is extended to fractions. Countdown. Significance of fractional division. Fractional division.
(2) Fractional elementary arithmetic. Fractional elementary arithmetic.
(3) percentage. The meaning and writing of percentage. Conversion between percentages, fractions and decimals.
2 ratio and proportion
The meaning and nature of ratio. The significance and basic nature of proportion. Solution ratio. A proportional quantity and an inverse quantity.
3 Preliminary knowledge of geometry
Understanding of the circle. Pi Draw the circumference and area of a circle. * Fan-shaped understanding. A preliminary understanding of axisymmetric graphics. Understanding of cylinder. Surface area and volume of cylinder. Understanding of the cone. The volume of a cone. A preliminary understanding of the radius and diameter of a ball and a ball.
4 the preliminary knowledge of statistics
Statistical table. Bar chart, line chart, fan chart.
Five application problems
Grade four application problems (including engineering problems). The practical application of percentage (including the calculation of germination rate, qualified rate, interest rate and tax rate, etc.). ). scale. Proportional distribution.
5 Practical activities
Organize activities related to the social environment that students are exposed to. For example, draw a floor plan for the bedroom at home.
6 sorting out and reviewing
Math learning methods in sixth grade
After entering the senior grade of primary school, students' cognitive structure has undergone fundamental changes, with slightly increased subjects, broadened contents and deepened knowledge. Many students tend to ignore the mathematical ideas and methods taught by teachers and pay attention to the answers to questions. In fact, thinking methods such as "transformation" and "combination of numbers and shapes" are far more important than the answers to some questions. Summarize and contrast, and clear your mind.
Summary and comparison of knowledge points. After learning each chapter, you should make a frame diagram of the content of this chapter or go through it in your mind to clarify the relationship between them. Similar and confusing knowledge points should be summarized and compared separately, and sometimes they can be distinguished by association. Summary and comparison of themes. Students can set up their own question bank.
In the study of position, the idea of combining numbers with shapes and the idea of one-to-one correspondence run through this part. Students can draw on square paper.
Learn the meaning of fractional multiplication;
1, fractional multiplication by integer is a simple operation to find the sum of several identical addends, which has the same meaning as integer multiplication.
2. the score multiplied by the score is to find the score of a number.
For example: paint a wall for one hour 1/4, paint a wall 1/5? What is actually 1/4 of 1/5?
This kind of problem can be folded by drawing a picture with the mathematical idea of combining numbers with shapes. Then there is the utilization rate: working efficiency * working time = total workload.
When learning the section of fractional division, such as the relationship and difference between fraction, division and decimal, and the application of fractional division, the geometric significance of fractional division calculation process is revealed by graphic language, whether it is origami experiment or line drawing. Fractional multiplication and division, knowledge of ratio, application of analogy mathematics. (Similarity and difference)
When learning the part of the circle, we use the method of gradual approximation to change our thinking. The more copies a circle is divided into (even number), the closer the mosaic image is to a rectangle. Reflect the idea of turning a circle into a square and a curve into a straight line, and apply the idea of transformation. In application, we also know that when the areas are the same, the perimeter of a rectangle is the longest and the center of a square is the shortest. When the perimeter is fixed, the circular area is the largest, the square is in the middle and the rectangular area is the smallest. This problem contains a mathematical law, that is, in the case of equal areas, the circumference of a circle is the shortest and that of a rectangle is the longest; On the contrary, in the case of equal perimeters, the area of a circle is the largest, while the area of a rectangle is the smallest.
In the chapter of learning mathematics wide angle, for example, the problem of chicken and rabbit in the same cage in ancient times is studied, and the hypothesis method is applied to teaching. This way of thinking is the classification method.
How to improve the efficiency of sixth grade mathematics classroom teaching
First, the status quo of teaching
Mathematics, as an important subject, not only teaches mathematics knowledge in practical teaching, but also emphasizes the cultivation of students' logical thinking ability and innovation ability. Traditional teaching methods can no longer meet the actual teaching needs, and there are still a series of problems that need to be further improved. At present, the sixth grade mathematics teaching is mainly manifested in the following aspects:
1. The teaching method is monotonous and the mathematics teaching knowledge is abstract and complicated. It is difficult to arouse students' interest in learning and their enthusiasm is not high. There is a lack of communication between teachers and students. Teachers follow the book and carry out teaching activities by explaining examples, assigning homework and explaining homework. Students often find learning boring and can only listen passively. The classroom lacks vitality, so it is difficult to understand and remember mathematics knowledge more effectively. Therefore, the existing teaching methods should be innovated according to the actual situation. In actual teaching activities, teachers highlight students' dominant position, clarify their own guiding responsibilities, and organize teaching activities in a targeted manner.
2. The study burden is heavy. As one of the main teaching methods, homework helps students to deepen their understanding and memory of knowledge points and improve teaching efficiency. However, due to the limitation of ideas, it is difficult for many teachers to choose reasonable teaching methods in actual teaching activities, and the teaching efficiency is low. It is difficult for many students to understand and remember knowledge points more effectively. I hope that heavy schoolwork can help students study better, which can improve the learning effect to a certain extent, but it will bring heavy schoolwork burden to students.
Second, improve the efficiency of classroom teaching strategies
1. Make full use of modern teaching methods
Mathematics is abstract and difficult to understand, so teachers should make full use of some modern teaching methods or tools, and try their best to make classroom teaching three-dimensional and enrich teaching content. Multimedia teaching tool is an outstanding representative of this modern teaching method. Teachers use multimedia teaching tools to make abstract mathematical knowledge into vivid and well-organized multimedia courseware, and show it to students with vivid pictures, charming animations and vivid videos, which can greatly promote students' understanding, digestion and absorption of knowledge points.
2. Teachers prepare lessons before teaching activities.
Understanding students is also one of the contents of the teacher's lesson preparation. There are individual differences among students. Only by understanding the differences between students can we prepare lessons well and teach well. Students are not blank sheets of paper, they already have certain cognitive ability and thinking. When preparing lessons, teachers need to know students first, and presuppose students' performance and ability in class, so as to avoid the situation that students can't eat or have enough teaching content in class. Teachers should set up teaching plans suitable for students at all levels in their study plans, do not force all students to synchronize, and pay attention to cultivating students' mathematical thinking ability.
3. Cultivate equal teacher-student relationship and student-student relationship.
Before class, teachers should actively communicate with children, correctly guide children to be excellent, take the initiative to listen to other people's opinions, respect other people's children and so on. Psychological research shows that when people are happy, they are more likely to accept new things. The same is true in communication. Creating a good learning environment, coupled with humorous teaching style, can not only narrow the distance between teachers and students, but also make teaching in fun, subtly achieve the purpose of education, achieve the effectiveness of education, improve the efficiency of classroom teaching and lay an emotional foundation for the effectiveness of classroom teaching.
4. Cultivate students' good study habits
Habits are with people all their lives. Students in grade six have developed certain study habits from kindergarten to grade five, some good and some bad. This requires teachers to guide students to distinguish between good and bad, foster strengths and avoid weaknesses. The formation of general study habits includes listening, speaking, reading and writing. This originally required teachers to start training in the first grade, so many students have this habit. But by the sixth grade, many people didn't insist on cultivating and correcting students' behavior habits, and students didn't continue to cultivate new habits and correct bad habits after years of practice. So many students can't listen and learn even in the sixth grade, which means they can't master certain learning methods. In particular, many students often lack good thinking habits and even don't know that they have such habits. The key of mathematics classroom teaching is to let students learn to think. In teaching, teachers should master the cognitive rules of sixth-grade students according to their age characteristics, so that students can train their thinking through simple activities such as counting, posing, thinking, speaking and writing. In teaching, especially in large classes, teachers often find it troublesome and just follow the book, which limits the development of students' thinking and the teaching effect is naturally not obvious.
5. Pay attention to cultivating students' learning ability and return the classroom to students.
The thinking ability and consciousness of sixth grade students are relatively perfect. Teachers can properly guide students' autonomous learning and inquiry in teaching and cultivate students' autonomous learning ability. If teachers blindly adopt the indoctrination teaching mode in the classroom, it will be unfavorable to students' future study and development, and this mode will also cause the phenomenon of students' "high scores and low abilities". Therefore, for the mathematics teaching of sixth-grade students, teachers should pay attention to cultivating students' learning ability and thinking mode, truly regard students as the main body of teaching and return the classroom to students. For example, this "preview-inquiry-summary" teaching form can not only pay attention to students' development and ability training, but also ensure the efficiency of teaching.
6. The combination of numbers and shapes cultivates students' thinking ability in images.
Mathematics is dealing with mathematical symbols, so it is necessary to use mathematical symbols correctly in the process of learning and reviewing to form certain mathematical thinking and problem-solving thinking. From the learning content, mathematics is more related to quantitative relations and spatial graphics, that is to say, mathematical knowledge is the knowledge of combining numbers and shapes. In the process of learning, different graphics and digital symbols in mathematics provide the representation materials of brain thinking in images, stimulate the enthusiasm and initiative of brain thinking, improve the brain thinking ability in images, promote the coordinated development of individual left and right brains, and promote the improvement of students' thinking ability. With the promotion of new curriculum reform and quality education, there are many knowledge illustrations in primary school mathematics textbooks, which invisibly deepen students' understanding of quantitative relations and promote the development and improvement of students' thinking ability in images.
To sum up, teachers should correctly analyze students' psychological characteristics in the teaching process, change teaching concepts and methods, actively organize and carry out various mathematical practice activities, stimulate and cultivate their interest in primary school mathematics, mobilize primary school students' desire for knowledge, and enable primary school students to develop people who like learning, thus truly improving the efficiency of classroom teaching.
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1. The outline and method of mathematics learning in the sixth grade of primary school
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5. Knowledge points, difficulties and learning methods of sixth grade mathematics in primary school.