Emphasizing students' subjectivity in the process of primary school mathematics teaching is to let students complete their learning tasks through various learning methods under the guidance of teachers, improve the teaching quality, and constantly cultivate their comprehensive ability in this process. Highlighting students' subjectivity in the teaching process requires teachers to choose appropriate teaching methods according to the psychological characteristics of primary school students, stimulate their interest in learning, continuously develop their potential, and make them develop more comprehensively.
First, in the teaching process to highlight the significance of students' subjectivity
No matter what you do, there is always a certain difference between initiative and passivity, and so is the study of students. In the traditional teaching process, teachers occupy the main position, and "speaking above and listening below" is the main teaching mode. Students do what the teacher says, one password and one action, and students are completely passive, which is not conducive to their development. As far as the current situation of mathematics teaching in primary schools in China is concerned, teachers are still dominant in most areas. Many teachers think that mathematics is a scientific subject, and there is little room for teachers to play. They can only teach according to textbooks, and students only need to learn various math skills. Under the guidance of this concept, teachers just explain blindly, completely ignoring students' learning status. Even if students don't want to listen or learn, they are forced to instill, which not only leads to poor teaching quality, but also easily leads to students' rebellious psychology. Therefore, it is of great significance to highlight students' dominant position and arouse their enthusiasm for participation. When teachers realize students' subjectivity in teaching, teaching will focus on students, and students will be the center and focus, so as to choose appropriate teaching methods and means to improve teaching quality.
Second, the implementation strategy of highlighting students' subjectivity in primary school mathematics teaching
1. Change your mind
Teachers are guides and play an important role in teaching. Only by changing the traditional teaching concept and putting students in the dominant position can we control the whole teaching process, mobilize the enthusiasm of students to participate in teaching through appropriate teaching methods, and then give full play to students' subjectivity. Teachers should adhere to the "two whatevers" when changing the traditional teaching concept: teachers who can think and explore independently will never do everything; Teachers who can achieve results through autonomous learning and cooperative learning will never be prompted. For example, in the class of "kilogram and gram", teachers can start with life experience and gradually guide students to understand their relationship in the form of questions. "Students usually go to the supermarket to buy things. How do you know how much you weigh when you buy fruit? " Students will answer according to their own practical experience: "It is written on the label." The teacher then asked, "What does it say? How many grams or kilograms? " The student replied, "How many kilograms do you write?" The teacher can continue to ask questions: "Do you think about the difference between kilograms and grams?" Students will start thinking and answer positively: "kilogram is big", "everyone likes kilogram, but doesn't like gram" ... Teachers should affirm each student's thoughts, guide students to think about the difference between thousand yuan and yuan, and let students understand the relationship between them. In this process, the teacher does not directly tell the students the knowledge, but gradually guides the students to get the answers by asking questions, which highlights the students' subjectivity.
Create an atmosphere
Students' study in school is a collective behavior, which cannot be completed by individual strength. The living environment around students will greatly affect their learning attitude. Therefore, highlighting students' subjectivity in primary school mathematics teaching requires teachers to create a completely free and independent learning atmosphere for students, thus highlighting students' subjectivity. To create a free and independent learning atmosphere is to make students want to speak, dare to speak and dare to express their views in the teaching process, and gradually improve their abilities in this process. To create a good learning atmosphere for students, teachers should treat them equally and ensure that every student has a chance to perform. Teachers should affirm the views put forward by students, so as to continuously enhance their self-confidence and promote their more active participation in the teaching process. For example, in the class of "parallelism and intersection", the teacher can let the students observe the characteristics of parallel lines and intersecting lines first, and then say, "The teacher found that there are two parallel lines on the upper and lower sides of our blackboard. You didn't find them, did you? Please observe them carefully! " It seems a simple question, but the teacher's "showing off" tone, which is also common among primary school students, will make students "dissatisfied" and then "angered" to actively find and think about the parallel lines around them. In this process, teachers "inspire" students to think positively, thus improving the teaching quality.
Create a situation
Mathematics is a subject with strong logic, and the logical thinking of primary school students is still immature, which often exceeds the imagination of abstract knowledge students. This requires teachers to create situations for students to "walk in", which not only can better understand learning, but also teachers are only guides, students are the main body and highlight students' dominant position. For example, when teaching the concept of "negative number", the teacher can set such a situation: we all have five apples and the teacher ate one. How can the teacher say that the number of apples is comparable to yours? Students will answer that we have one more than you or you have one less than us. The teacher then asked: Everyone knows that the temperature is high in summer and low in winter, so how is the temperature in winter expressed? Students will answer how many degrees below zero. Teacher: What should I say if I change the apple to temperature? At this time, students have a strong thirst for knowledge, and teachers will explain the concept of negative numbers to students at this time. The setting of situation can present abstract and difficult knowledge to students more vividly, which is convenient for students to understand and learn.
Third, the conclusion
The new curriculum reform emphasizes students' dominant position. Only by truly changing the traditional teaching concept, realizing students' subjectivity in the teaching process and choosing appropriate teaching methods according to students' characteristics can teachers better stimulate students' interest and improve teaching quality.