Mathematics teaching methods in primary schools
1, teaching methods
Teaching method is a teaching method in which teachers describe situations, tell facts, explain concepts, demonstrate principles and clarify laws to students in oral language.
Step 2 talk method
Talk method, also known as answer method. It is a way to spread and learn knowledge through the conversation between teachers and students. Its characteristic is that teachers guide students to use existing experience and knowledge to answer teachers' questions, so as to acquire new knowledge or consolidate and check what they have learned.
3. Discussion method
Discussion method is a way for the whole class or group to express their opinions, discuss with each other, inspire each other and brainstorm around a central issue under the guidance of teachers.
4. Demonstration method
Demonstration is a teaching method in which teachers show physical objects or physical models to students for observation, or through demonstration experiments and modern teaching methods, so that students can acquire knowledge updates. It is an auxiliary teaching method, which is often used together with lectures, conversations and discussions.
Step 5 Practice methods
Exercise method is a basic method for students to consolidate knowledge and cultivate various learning skills under the guidance of teachers, and it is also an important practical activity in the process of students' learning.
6. Experimental method
Under the guidance of teachers, experimental method is a teaching method in which students use certain equipment and materials to make some changes in experimental objects through operation, and acquire new knowledge or verify knowledge by observing these changes. It is also a common method in natural science.
7. Practice method (or practice method)
Practice method is a teaching method in which students participate in a certain practice place, master certain skills and related direct knowledge, or verify indirect knowledge, and comprehensively apply what they have learned.
New methods of mathematics teaching in primary schools
"Yugong" teaching method —— Simplifying the rigorous logical deduction process of mathematics into a lively knowledge generation process. By letting students know the realistic background of the mathematics knowledge they have learned, they can perceive the process of knowledge generation. Mastering problem-solving ideas and knowing the formation process of ideas can greatly stimulate children's curiosity and creativity. Let the derivation of boring and dry mathematical concepts become vivid.
Autonomous inquiry learning: The key point is that students experience the learning process personally, and its value is not so much to let students find conclusions, but to let students pay more attention to the inquiry process. Autonomous inquiry learning attaches importance to allowing each student to explore, discover and "re-create" related mathematical problems freely and openly through observation, experiment, guess, verification and reasoning according to his own physical examination. In this process, students not only acquire the necessary mathematical knowledge and skills, but also understand the formation process of mathematical knowledge, especially the thinking method and value of experiencing and learning mathematics.
Cooperative learning: a common form in primary school mathematics teaching. However, at present, the efficiency of group cooperative learning is less, and some are just a mere formality. Some researchers believe that there are several types of group learning, such as independence, competition, dependence and dependence. At present, we use more students to communicate with each other after studying independently, but seldom study or solve a problem together in the real sense.
"Practical activity" teaching method-through practical activities, cultivate students' innovative spirit and practical ability, explore students' potential and let students learn useful mathematics knowledge.
Whether it is "optimization" or "innovation", we should generally pay attention to the following four points: First, the choice or innovation of teaching methods must conform to the teaching laws and principles; Second, according to the teaching content and characteristics, to ensure the completion of teaching tasks; Thirdly, it must conform to students' age, psychological change characteristics and teachers' own teaching style; Fourth, it must conform to the existing teaching conditions and the prescribed teaching time. In addition, in guiding ideology, teachers should pay attention to examine various teaching methods from a dialectical point of view.
Steps of mathematics teaching method
(1) Show the test questions
The examination of questions is generally similar to the examples in textbooks, which is the deformation of the questions in textbooks.
For example: 1/2+ 1/3.
Number of attempts: 1/4+5/6
The purpose of putting forward trial questions is to stimulate students' interest in learning and let them know what they have learned in this class.
(2) Self-study teaching materials
After the students try to practice and have a certain interest in this problem, the teacher guides the students to see how to talk about this topic in the book. The teacher asked some questions related to the way of solving problems: As mentioned above, "What if the denominator is different?" "Why do you want to divide it?"
By teaching materials by themselves, students can know their own understanding of this problem, and teachers can also know what difficulties students have encountered in their studies.
(3) Try to practice
Students have a basic understanding of what they have learned through self-taught textbooks, and most students have methods to solve the problem. At this time, they will give students another try. Generally speaking, let good, medium and poor students perform on the board, while other students do it in the exercise book at the same time.
(4) Students discuss
When trying to practice, some students may make mistakes or do things differently. Students can discuss with their own problem-solving methods.
(5) Teachers explain
Students who do problems do not mean that they have mastered knowledge. At this time, the teacher can explain what he has learned to the students according to a certain logical system. This explanation is targeted. On the basis of students' preliminary understanding of what they have learned, we can highlight the key points when students have learned or partially learned problem-solving methods in some ways.
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