How to make the primary school mathematics classroom full of vitality Since the implementation of the new curriculum, the primary school mathematics classroom is quietly changing: the classroom teaching objectives are diversified, the teaching methods are diversified, and the teaching content is contextualized ... The classroom has gradually become a learning paradise full of exploration and interest. However, in the specific implementation process, our understanding is not deep or biased, which leads to the inconsistency between classroom form and reality, unclear teaching content, inaccurate positioning of learning objectives, and arbitrariness and blindness in classroom teaching. The formal teaching structure is backward and rigid. The classroom structure design is not clear, and the classroom teaching lacks the process for students to explore and experience effectively, so students learn superficially. Most teachers basically adopt the five-link classroom structure of Kailov in the Soviet Union, that is, organizing teaching → checking and reviewing → teaching new lessons → consolidating exercises → assigning homework. This fixed classroom activity structure designed for traditional teaching methods has not met the needs of the development of modern education. Teachers attach importance to knowledge and ignore ability; Re-explanation, light discussion; Emphasize training (practice makes perfect-practice makes perfect-practice makes perfect-practice makes perfect-practice makes perfect), but ignore thinking; Emphasis on conclusion, light on process; Teaching efficiency is low. In view of this, we put forward the topic of "Research and discussion on the structure of primary school mathematics classroom activities", striving to build a clear structure of primary school mathematics classroom activities and form an effective classroom teaching activity model. Looking back on the research process of our project, the teachers of the research group are full of wisdom and high spirits, and they are flushed when discussing, and the experimental record books with clear handwriting and painstaking efforts are vivid. The members of the research group have had the joy of success and the hesitation of failure, but it is difficult to give up their love and pursuit of research. After three years of research, we have explored the structural model of primary school mathematics classroom activities that conforms to the new curriculum reform concept; At the same time, the implementation of the project also makes us happy to find that the classroom has changed, the teachers have changed and the students have changed. Firstly, a general model of diversified classroom activity structure is constructed, which optimizes the classroom teaching of mathematics in primary schools. The traditional classroom structure regards people as machines. When our "student view" changes from "machine" to "changing and developing person", such a class will naturally highlight people's initiative and creativity. In the classroom, we can see that the starting point of constructing modern classroom structure with human ability factors should be to pay equal attention to knowledge and ability, and ability and knowledge promote each other, so as to improve the efficiency of knowledge learning in ability training. 1, "the structure of primary school mathematics classroom activities with experimental operation as the main line" mode: "preparation before class → review and introduction → students' operation exploration and verification → teachers' demonstration and summary → consolidation and application". This activity structure model starts with students' experimental operation of materials, and is characterized by drawing new conclusions through analysis and comparison under the guidance of teachers. At this time, the way of trying experiments constitutes the main factor of learning activities, and students' exploration, experience and discovery become the main activities in the learning process. This structural mode of teaching activities is based on students' reality, and designed according to their age characteristics and cognitive rules, providing students with countless opportunities to "do" mathematics, allowing students to experience mathematics in various activities and encouraging every student to actively participate in the learning process of mathematics. Let students do activities in the classroom, acquire knowledge by themselves, and completely turn the teaching process into a process of students' learning activities. For example, in the teaching of "Statistics", the teacher deliberately put all kinds of fruit pictures on each group of desktops and asked, "Can you count?" After the division of labor in groups, the students participated in the hands-on operation with great interest. They first classify the pictures of fruits, and then each person has one or two kinds of fruits, which are arranged neatly and vividly made into statistical charts. What you want to learn is not what the teacher says, but what the students get through experience in doing activities, which can be "experience in activities" or "activities in experience". But "activities" emphasize students' participation, not only their performances, but also their "speaking" and "speaking". The design of classroom activity structure turns static knowledge conclusion into dynamic inquiry object, guides students to experience the formation process of knowledge, and makes students have a profound experience of mathematical knowledge in the process of "doing mathematics". While acquiring basic knowledge and skills, develop thinking ability and infiltrate mathematical thinking methods. On April 7th, 20 10, the scale taught by teacher Tao in the sixth grade, successfully applied this model. In the classroom, the teacher guided in place, the students experienced and actively participated in the activities, and the classroom atmosphere was high and the teaching was efficient, which won the unanimous praise of the teachers of the research group. 2. The model of "classroom activity structure with problem solving as the main line": "Creating problem situations → raising mathematical problems → exploring and verifying → solving problems → consolidating and extending". This activity structure model is characterized by students' directional thinking on problems and tentative exploration under the guidance of teachers. At this time, a good problem situation constitutes the main factor of learning activities, and students' exploratory problem-solving activities are the main activities in the learning process. Students are not required to preview textbooks in advance. Teachers can present some natural phenomena by experimental demonstration in class, observe the changes of phenomena while changing conditions, and then put forward the problems that need to be solved, requiring students to solve them with the knowledge they have just learned and the knowledge they have learned before, including guessing, trial and error, synthesis and analysis, so that students can constantly deny mistakes. Constantly draw new ideas, and finally rise to new knowledge, new conclusions or laws. All the students were attracted by such a vivid process, and as a result, the contents described in several pages of the textbook were "discovered" by the students themselves within a few minutes. They not only gained new knowledge, but also experienced a "creative" experience. 3. The mode of "classroom activity structure with self-study attempt as the main line": "autonomous learning → trying to solve doubts → abstract generalization → mathematical modeling → classroom detection". The characteristics of this activity structure model are that students face problems and form cognitive conflicts, learn independently under the guidance of teachers, and form new cognition on the basis of collective questioning or group discussion. At this time, the correct abstract generalization constitutes the main factor of learning activities, and students' attempts to discover and establish mathematical models become the main activities in the learning process. Teachers let the teaching materials, learning syllabus and teaching objectives meet the students directly and let the students learn by themselves. The study outline is drawn up by the teacher and can be written in the form of some questions. The advantage of this is that students can actually be treated differently, with different levels of understanding and acceptance, and everyone needs their own. Allow gifted students to be ahead of the teaching plan or exceed the curriculum standards; Poor students can fall behind the teaching plan, give some individual guidance or help each other. There is a kind of "elasticity" between teachers and students, students and students, books and students. Although poor students may learn slowly, it is better than sitting with others for dozens of minutes without understanding. For middle-level students, there is time to concentrate on finding out what they don't understand. This structure is helpful for teachers to grasp the real situation of students and answer collectively. After students have worked hard to come up with a solution, listening to the teacher's answer will be enlightening, and the gains will definitely be very different from the classroom teaching of injection. At the same time, it is also conducive to cultivating and strengthening students' self-study ability and optimizing their academic methods. On the afternoon of October 26th, 2065438+00165438/KLOC-0, 36 foreign math teachers led by President Huang Li 'ao of Hebing Central Primary School in susong county, Anqing visited the school to inspect the teaching and research work. Fang Xuejiao's research group offered the sixth-grade course "The Meaning of Percentages" for the delegation, with self-study attempts as the main line, students' self-study and teachers' active guidance as the structural characteristics, and showed it to the delegation. Good style of study, clear and optimized classroom activity structure, relaxed and solid and effective classroom have won unanimous praise from everyone. 4. The mode of "classroom activity structure with information inquiry as the main line": "presenting information to stimulate interest → extracting information search methods → combining information to gain cognition → changing information to consolidate new knowledge". This activity structure model starts with the information presented by students to teachers, and is characterized by obtaining knowledge reorganization through observation and analysis under the guidance of teachers. At this time, effective information reorganization constitutes the main factor of learning activities, while rapid observation, comparison and induction constitute the main activities in the learning process. First of all, teachers should take curriculum standards as the basis, proceed from students' reality, reasonably handle teaching materials and provide information resources that meet the content of this lesson. The prepared information can be the information resources in textbooks, media and network information resources, students' existing life experience information resources, or information resources connecting old and new knowledge. For example, when teaching the first volume of the second day of junior high school, Observing Objects, Mr. Xu Hui first photographed the classroom and campus from different angles, so that students could appreciate their school from groups of photos, and then think about the angle from which they photographed it. Secondly, guide and instruct students to learn to obtain effective information from classroom information and provide first-hand learning materials for themselves to explore and solve problems in time. For example, when teaching grams and kilograms in the second grade, arrange students to preview and complete the third question of exercise 18, and then extend the teaching from classroom to extracurricular, and find out the weight of soap, washing powder and other items after class as the content of classroom exploration. Third, teach students to discard the false and retain the true, learn to choose and organize information flexibly and ask appropriate questions. For example, when teaching second-grade division application problems, let students look for information in the classroom. The information that students found at that time was: there were 27 people in the classroom, including boys 12 and girls 15, and there were 3 groups in the classroom with 9 people in each group; 3 rows 15 desks; There are 8 lights in the classroom, divided into two rows; There are six windows, two on the left and four on the right ... The information students find here is messy, which can guide them to make choices in time. Ask students to find out which two pieces of information are closely related, and classify and combine all the information, so as to discard the information irrelevant to the learning requirements. At this time, the teacher continued to guide the students: which two pieces of information can put forward a division calculation problem, and the students discussed it again, cooperated with the effective information related to teaching, put forward questions that meet the requirements of the problem, and gained new knowledge in the process of solving the problem. Finally, by changing the conditions or problem information, a problem is adapted into several different types of problem solving, so that students can understand and analyze reasoning, thus forming a knowledge chain, improving the ability of analogical information processing and further developing their thinking. On April 6th, 20 10, the model was successfully applied in grams and kilograms taught by Xu Hui, a teacher in grade two. In the classroom, teachers are in place, students actively participate, the classroom atmosphere is high, and teaching is efficient, which has won unanimous praise from the teachers of the research group. 5. "Class activity structure with group discussion as the main line" mode: "problem situation → cooperative discussion → model construction → explanation and application to promote development". This activity structure model is based on students' representation of problem situations, and is characterized by obtaining new cognition through group cooperation under the guidance of teachers. At this time, the way, process and quality of group interaction constitute the main factors of learning activities, while students' suggestions, teamwork to solve problems and reasonable expression constitute the main activities of learning process. Provide students with many realistic, interesting and challenging mathematics learning contents, which are based on students' life experience, conform to the laws of students' physical and mental development, and become the main materials for students to actively observe, guess, experiment and cooperate, and discuss in the form of group cooperation; The main feature is discussion, that is, "discussion between students, discussion between students and teachers". This is that teachers and students participate in teaching together to form a whole teaching: "through discussion, everyone asks questions, answers, debates, corrects mistakes and complements each other." The classroom activity structure with group discussion as the main line has the following advantages. Everyone participates, everyone is the protagonist, everyone is equal before the truth, and even a formula calculation method different from the textbook can be obtained. Dare to express opinions in public is a sign of self-confidence and self-esteem. It can cause arguments, stimulate thinking, inspire each other, question each other, learn from each other's strong points in the exchange of views and deepen understanding. It helps students to correct their own mistakes and some mistakes that teachers can't find at ordinary times. This process of error correction permeates students' own thinking and labor, making it difficult for them to repeat these mistakes. Oral expression needs secondary processing in the brain, which is beneficial to deep memory. It is conducive to enhancing competition and promoting eugenics. It is conducive to cultivating the spirit of cooperation, and "great minds think alike" is easy to establish mutual friendship. It is beneficial to cultivate students' oral expression ability, induction and generalization ability, comprehensive analysis ability and logical thinking ability. This is conducive to stimulating students' interest in this subject. Is conducive to stimulate imagination and creativity. Information exchange of knowledge is different from commodity exchange. Nothing will be lost after the exchange, only the benefits of both parties will be increased. The exchange of information and the collision of wisdom can be created at some time. It is conducive to cultivating students' moral quality of honesty and hard work. It is helpful for teachers to discover students' strengths and advantages and help students to give full play to their advantages. It is the embryonic form of academic exchange. The purpose of classroom activity structure reform is to improve classroom teaching efficiency, and there are many factors that affect classroom teaching process. Therefore, we should not only follow the general rules, but also design the structure of classroom teaching activities flexibly and creatively under the guidance of the overall thinking, so as to achieve the maximum effect of classroom teaching within the specified time. Second, the classroom has become an important life course for teachers and students. A new classroom activity structure has broken the rigid traditional classroom teaching activity structure model and promoted the benign interaction between teachers and students. The new classroom has become a process of interactive development among teachers, students and students. In the new classroom, teachers are no longer faithful executors of "teaching plans", but organizers and guides who listen to students carefully, observe their actual learning status in classroom activities at all times, select and make full use of valuable generative resources in time, standardize and reorganize the follow-up teaching process, and achieve teaching goals. In the new classroom, students really enter the autonomous, active and vivid learning state, complete cognition, go through the process and invest in emotion. Teachers follow the trend, throw away any frames and veils in class and "really talk" with students. From time to time, the sparks of wisdom of students and teachers flashed in the classroom. The whole classroom presents a state of life. A 40-minute class has become an important life experience for teachers and students and a meaningful part of their lives. Thirdly, the research on the subject that students really become the masters of learning has optimized the structure of primary school mathematics classroom activities, constructed a new general model of primary school mathematics classroom activities, stimulated students' interest in learning mathematics, improved their learning state, changed passive learning into active learning, and changed "I want to learn" into "I want to learn", thus implementing the new curriculum concept that different people learn different mathematics and everyone learns valuable mathematics. The comprehensive quality of students has been greatly improved.