1 Guide students to form a good habit of doing problems.
Mathematics syllabus requires us to take cultivating students' good study habits as an important task of education. Good math study habits can be divided into reading habits, examining habits, thinking habits, doing problems independently and checking habits. And we need students to do these habits well in the exam. Habits are not formed overnight, and you need to learn slowly at ordinary times. As the organizer and guide of students, teachers need to give students appropriate corrections.
1. 1 Cultivate students' good habit of examining questions.
Examining questions is the first step to solve mathematical problems, which depends on the direction of students' doing problems. Only by seeing the meaning of the problem clearly can we better understand the method of solving mathematical knowledge. According to the requirements of the textbook of Jiangsu Education Edition, the first-year mathematics mainly requires students to understand the composition of numbers within 100, master the corresponding calculation methods of (none) carry addition and (none) abdication subtraction, and be able to solve some practical problems flexibly. For the operation of the connection number of the first grade, students may be more likely to confuse the problem-solving methods. Teachers need to focus on cultivating students' reading and examination ability in their usual classroom exercises, and decide to solve problems by addition and subtraction on the basis of understanding the meaning of the questions. Students can solve problems independently from six aspects: seeing, thinking, shrinking, dividing and seeking. For example, if students can clearly see how many numbers appear in the topic and read the topic by themselves, then first-year students may have many unfamiliar words. Teachers can help students understand some common words, "How much is XX more than XX?" "How much is a * * *?" "How many more?" Mathematical terms or words such as "original" and "sum or difference" in the title. The teacher read the question twice, so that students can listen carefully to the meaning of the question, understand, think and explore the answers respectively. When students can't understand correctly, teachers can remind them appropriately, but the key point is to let the children think for themselves. Teachers can relax some time in class to let students understand and digest, and don't be impatient. When encountering students' wrong answers, teachers should work with students to find out the reasons why the questions are unclear, and lead students to explore different problem-solving strategies, so as to cultivate students' good ability to examine questions and make students get the joy of solving problems successfully in practice.
1.2 focuses on making students understand the process of calculus.
The first-year students' understanding ability is not strong, and they may not understand the calculation method for boring and difficult calculations. Teachers can use a series of forms to stimulate students' interest in new class teaching, so as to improve their confidence in learning mathematical calculation and enhance their sense of accomplishment in calculation. Teachers often struggle to teach new calculation classes, and students' operation speed and correct rate are often unsatisfactory, so a large number of math problems begin naval battles. This will only make children hate math slowly and lose confidence in math learning. But calculation exercises are essential. What should I do? At this time, the teacher should consider the novelty and interest of practicing design, and the students should be familiar with the application of experiential mathematics knowledge in the situation. If you fill in the appropriate numbers.
54+()=60 Traditional teaching method: from addition to subtraction, calculate 60-54=6 by abdication subtraction.
I think we can put this in an interesting story situation or an interesting intellectual confrontation to guide students to think that 54 is estimated to be 50, and 50 plus a few is 60.
? (Answer 10), there are four now. How many more need to be added? (A: 6) Teachers often do other problems after teaching. I think students can add a set of questions to calculate 54+()=70.
54+()=80 54+()=90 50 plus 20 is 70, but there are already four, just from 20-4= 16, so 54+( 16)=70.
Also sum up the rules and do the following questions. Teachers can guide students to learn to observe and choose appropriate calculation methods by putting sticks or drawing pictures.
1.3 cultivate good inspection habits.
First-grade children often rely on the first impression of the brain to judge the topic. Teachers need to exercise students' good inspection habits when practicing. Maybe students will only look at their own answers at first. Teachers can take students to check together. The first step is to look at the question twice, think about the purpose and significance of the question, and understand it sentence by sentence, so that students can ask themselves why. Ask the students to find the key words in the topic. What do they mean? Let the students know which math problems are calculated by addition and which are calculated by subtraction. Such as toy train 25 yuan, teddy bear 15 yuan.
(1) How much does it cost to buy two * * *? Let the students examine the questions independently and grasp the key word "one * * *", which means to add two things together to complete the calculation. Ask the students to check whether their calculations are correct and whether the unit has been added. (2) Xiao Lin bought a teddy bear and found 5 yuan. He asked Xiao Lin how much it was. Ask the students to read the question twice and analyze how much Kobayashi paid, because the aunt gave Kobayashi 5 yuan money, which means that Kobayashi gave more money, that is, adding up the money for buying a teddy bear and the money recovered is the money paid. The formula is: 15+5=20 (yuan), check, bring the result to the question to think about, and test the answer as if you were on the spot. The story happened like this. Xiao Lin paid 20 yuan for his aunt.
Teddy bear, looking for 5 yuan, which is in line with the facts and shows that the answer is correct. Whenever students are asked to do problems independently, teachers should let students learn to ask themselves more why? Ask the students to stop and think for a few seconds to see if the answer matches the question. Let the students think carefully in the familiar story situation. Cultivate students' good inspection habits and improve their self-inspection ability.
2 Simulated examination process
Let students know the examination process, which will make them more handy in answering questions. Mathematics examination papers generally include oral calculation, calculation, filling in the blanks, multiple-choice questions, solving practical problems and statistics. The teacher guesses the questions properly before the exam and instructs the students to check whether their answers are correct after completing each question. When you encounter a problem that you can't, just put it down and make a mark, and then think about it when you have finished it comprehensively.
The form of mock exam can be conducted on the eve of students' exam, so that students can bring their own watches and start to do the questions within the specified time. When teachers take children to practice, they can practice by topic, specify the time of each topic, and add some game links to make children more interested. Student-oriented, examination is a platform for children to exercise their self-ability, so that children can experience the joy of success in pleasure, learn from it and enjoy the level of competition.
3. Grasp the time and make reasonable adjustments
Over the years, the first-year math exam has been 60 minutes. How can students complete the test within the specified time and achieve ideal results? I think it is very important to grasp the time of solving problems. Because the teacher needs to look at the questions five minutes before the first grade exam, the teacher should guide the students to listen carefully to the key words of the questions when listening to them, and make a mark when solving the questions for easy understanding. For example, (1) Xiaohong has three pots of flowers and gives them to Xiao Ming 1 pot, at most () pots of flowers. At least () flowers? (2) Xiaohong has three pots of flowers and gave Xiaoming two pots, at most () pots of flowers. At least () flowers? Although there is a word difference between these two questions, they have different meanings. Ask the students to mark the keywords "1 pen", "2 pens", "most" and "least" for easy answers. Especially for the second question, choose at most two pots for summation, and at least two pots for summation. Secondly, I think it is also important to control the speed of solving problems reasonably. Instruct students to answer the questions they think fit. Let the students mark the questions they don't understand, and understand more when they answer independently. Teachers often remind students five minutes before handing in papers, and then guide students to read the papers carefully to see if there are any empty questions. According to the psychological characteristics of first-year students, most of them can persist in meditation within 15, and long examination time often wears away students' patience in doing problems. Teachers can appropriately mobilize the enthusiasm of students to do problems, such as encouraging students to compare with each other at the same table before the exam, or adopting the role model effect. Only by grasping the time and doing the questions flexibly can we get good grades in the exam.
4 to cultivate students' centering ability
First-year students generally have low endurance. From my observation, students with excellent grades in a class are often in the middle and focused. Personality, introverted and quiet children have relatively strong endurance. However, this is different. In the usual study, teachers can properly guide students to take learning as the center and let them know how to strengthen their willpower. Generally speaking, it is more appropriate to focus on game activities. For example, I will arrange 2-3 math classes every semester to guide students to learn to be quiet. My main game is "Guess who I am?" "Who is the champion of Woodhead?" "Children Like by the Wind" and "I am a Firm Little Tree" are used to make students practice patience and persistence. I will also intersperse games and competitions in the practice of mathematics classroom knowledge, and other activities will focus on guiding students to learn the ability to solve problems centrally. Students' initial study of centering can enhance children's personal self-willpower, so that they can also give full play to their ability to solve problems in exams.
5 Relieve psychological stress
Because the first-grade children are first exposed to the exam, the invigilator is unfamiliar with it, and students often have some fears. This will also affect students' problem solving. Relieving psychological stress is also a job that teachers must teach children. Teachers can talk with children properly before the exam to eliminate their anxiety. Teachers communicate by talking. "Son, listen to the math teacher, the children in our class are very smart, especially when doing problems. Today, I will test who can answer our questions completely? " "Kid, there are many problems on the teacher's white paper here. I don't know if you can help the teacher answer it and see who can finish the answer within the specified time and who is the smart star of our class. "
Although exams are given to children from the first grade of primary school, as teachers, we can't take getting good grades as the main purpose of educating children, and we can't take exams as the only criterion for evaluating children's quality. Examination should play an auxiliary role on the basis of students acquiring knowledge and skills, processes and methods, and cultivating emotions and attitudes.