Experience sharing in primary school mathematics classroom teaching I. Analysis of primary school mathematics teaching
1, determination of standards
With the development of modern information, people further realize the important value of computers. As a computing tool, abacus has been replaced by computers. Therefore, the application content of computer is increased, so that students can be completely liberated from those tedious digital operations and concentrate their learning energy on more useful content.
Compared with traditional mathematics teaching, the setting of primary school mathematics teaching objectives, the processing of teaching materials, the determination of teaching methods and the choice of learning methods have all undergone major changes. The effective implementation of mathematics teaching also puts forward higher requirements for teachers themselves. The following is an analysis from three aspects: textbook processing, teaching methods and learning methods. For example, Xiaoming's home is 1 km from grandpa's home, and grandpa's home is 2 km from Xiaoming's school. So, how many kilometers is it from Xiaoming's home to school? There may be a shorter road, and Xiao Ming estimates that it will not exceed 3 kilometers.
2. Change the way students learn.
In the Outline of Basic Education Curriculum Reform (Trial), it is clearly put forward that the learning mode should be changed: the current situation of overemphasizing learning, rote learning and mechanical training in curriculum implementation should be changed, students should be encouraged to actively participate, be willing to explore and be diligent in practice, and their abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating should be cultivated. ? Of course, the change of learning style can not be separated from the analysis of the current situation of education.
Does the standard emphasize mathematics teaching? Mathematical activity process? In traditional mathematics teaching, too much emphasis is placed on imparting knowledge and skills, teachers' control over teaching and students' receptive learning. The classroom teaching mode is basically indoctrination, and students basically listen-remember-practice-reproduce the knowledge taught by teachers. The difference is that teachers deal with it in different ways, and the learning style is mainly passive acceptance. The modern idea put forward by the standard is that mathematical activities should be activities for students to learn, explore, master and apply mathematical knowledge. At the same time, mathematics activities are not ordinary activities, but activities that let students experience the process of mathematization. Doing math activities,
3. Change teaching methods
Mathematics teaching should adapt to individualized development. Estimation can diversify students' calculation strategies, develop students' estimation ability and give them a good sense of numbers. For example, there is an extracurricular reading of 12 yuan, with 48 students in the class. How much does it cost to buy one per person? In teaching, teachers should fully encourage students to estimate, which can be 10? 50=500 or 12? 50=600, or 10? 48=480。 Different students may have different estimation methods. The personality characteristics of mathematics learning should be respected by teachers, allowing different students to understand problems from different angles, express their thoughts in different ways, and solve the same problem with different knowledge and methods. Create vivid and concrete realistic situations, so that students can learn, experience and understand mathematics in the created situations.
Second, mathematics classroom teaching
1, create a situation
Design vivid, interesting and intuitive mathematics teaching activities, aiming at strengthening students' best learning motivation and inducing students' strong interest in mathematics learning. Students' motivation to learn mathematics can be divided into four categories: avoiding criticism from teachers and parents; Complete the teacher's requirements, hoping to get good grades and get the teacher's praise; He became interested in mathematics learning, which brought him pleasure and satisfaction. By learning mathematics knowledge, we can master and understand the thinking method of solving practical problems, so as to improve our ability.
In primary school mathematics teaching, the purpose of designing innovative situations is to inspire students' positive thinking, cultivate students' ability and tap their intelligence. Creating situations should conform to the principle of gradual progress, from intuition to abstraction, from known to unknown, from shallow to deep; It should not only cause the contradiction between the old and new knowledge, but also cause the connection between the old and new knowledge. For example, to explain the following example, it is necessary to create a problem situation and conform to a series of principles put forward above.
2. Encourage students to explore independently.
In primary school, it is an important way to let students actively participate in mathematics activities and form a good environment for cooperation and exchange in learning mathematics. Through independent thinking, constant pursuit of new knowledge, finding problems, putting forward problems, analyzing problems and creatively solving problems, mathematics learning has become a process of rediscovery and re-creation. Increasing mathematical practice and independent exploration provides some good opportunities for cultivating students' innovative consciousness.
We should actively guide students to apply what they have learned, analyze and study some problems in daily life and production activities from the perspective of mathematical thinking, or discuss some mathematical problems in depth, fully embodying students' autonomy and cooperation spirit. Autonomous learning and cooperative communication are very helpful for students to form a correct learning attitude, which can enhance students' confidence in learning mathematics well and enable them to master more learning methods, thus significantly improving their mathematics learning ability.
3. Cultivate students' awareness of application.
In teaching, we should guide students to use the existing life background materials and existing mathematical knowledge to apply what they have learned to real life, and often use the common methods of mathematics to observe, experiment, compare, guess, analyze, synthesize, abstract and summarize, so as to abstract practical problems into mathematical problems. Solving mathematical problems is a kind of mathematical practice and an important way to cultivate students' active exploration and cooperation. Teachers should design some vivid and interesting teaching cases to guide students to get in touch with nature and understand society. Stimulating students' interest in learning mathematics itself is to serve the social reality and make students get rid of the abstract quantitative relationship.
Classroom is the basic space for mathematics activities of teachers and students. Without the participation of any subject, the mathematical activities in the primary school mathematics classroom cannot be formed. Therefore, it is a basic aspect to analyze the significance of classroom learning and the process and mode of interpersonal interaction in classroom activities. Classroom teaching activities are not simple problem-solving training. Realistic mathematics activities should become an integral part of mathematics learning content, and mathematics subject learning should become an important form of mathematics learning.
Classroom teaching should start from students' life experience and knowledge background, provide them with sufficient opportunities to engage in mathematical practice and communication, truly understand and master basic mathematical knowledge, ideas and methods in the process of independent exploration, and at the same time gain rich experience in mathematical activities.