How can we create an effective primary school mathematics classroom? 1. Create an effective teaching situation.
Nowadays, it seems that creating teaching situation has become an indispensable teaching link in classroom teaching, a link between mathematics and life, and plays an active role in stimulating students' good learning experience and promoting students' thinking about mathematics. Curriculum standards proposed? Let students learn mathematics in vivid and concrete situations? . Indeed, creating meaningful mathematics situations can stimulate students' interest in learning and improve their enthusiasm for learning. However, in the real classroom, some teachers make situations for the sake of situations, and the pictures are colorful and confusing. Students can't find the theme after reading it for a long time.
For example, a teacher took a translation and rotation class, and the design situation was that there were many amusement projects in the amusement park. The students are in high spirits and active atmosphere.
Teacher: What do you see from this painting?
Health: I saw the small world, horror city, Lion Mountain, adventure island, merry-go-round and so on.
Teacher: What's your favorite project? How to play this project?
Health: Yes.
After more than 5 minutes, the students never found translation and rotation.
In fact, this class only needs to choose a few representative ones, such as leapfrog, high-altitude ejection, cable car and so on. (translation); Carousel, windmill, etc. And like the horror city, the fairy tale world does not need to be presented. At the same time, teachers should grasp students' activities and guide students to learn the teaching content correctly, appropriately and timely. If it can trigger students' cognitive conflicts and stimulate students' desire to explore, the classroom will be more natural and smooth, and its effectiveness is obvious.
Second, organize effective inquiry activities.
1, the effectiveness of the learning process-the key lies in the preset.
Concern: students' interest in learning; Guidance in studying law; Arrangement of study space and time.
The core of classroom teaching is to mobilize all students to actively participate in the whole process of learning, so that students can learn independently and develop harmoniously. Therefore, mathematics classroom teaching must guide students to actively participate in the whole process of mathematics learning from beginning to end and be the masters of learning. Whether the learning process is effective is the key to the effectiveness of classroom teaching.
Example: the space and time of study: teaching number one, in the extension part. Provide students with some operating materials: 4 matches, 1 pencil. Please put these materials on the table and let the pencils rank second. As a result, when exchanging feedback, students not only put out what the teacher expected: line up, count from left to right, and the pencil is in the second position; Another student arranged these materials in two rows, one with matches and the other with pencils. What a flexible way of thinking!
2. The effectiveness of learning style-the key is regulation.
Concern: The learning style of inquiry, cooperation and dialogue does not exclude the acceptance of learning, but depends on whether it is suitable.
Curriculum standards point out:? Effective mathematics learning activities cannot be simply imitated and memorized. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. ? Obviously,? Can't it be simpler? Doesn't mean nothing at all. In other words, moderate imitation and memory are reasonable and necessary. We should admit that mathematics, as a basic science, has its unique structural characteristics, and some knowledge is unified, rather than students can easily find answers through inquiry activities. For example, specify the area units 1 cm2, 1 decimeter square and 1 square meter, specify four operation sequences, and so on. Meaningful acceptance learning can make students absorb more information in a short time and achieve better results.
3. Strengthen group cooperative learning ―― The key lies in inquiry.
The process of group cooperative learning: independent inquiry-cooperative inquiry-report and communication.
Cooperative learning is the main learning method advocated by the new curriculum, which is conducive to embodying students' subjectivity and publicizing students' personality. Efforts should be made to create conditions for students, to provide students with cooperative learning space, and to improve the effectiveness of group cooperative learning. However, in the real classroom, lively forms of group cooperation frequently appear in classroom teaching, group discussions occur from time to time, and group cooperation becomes a mere formality. Leading the group? Trend? 、? Play the leading role? There are always a few students, some middle school students and students with learning difficulties, who are always spectators to join in the fun.
Third, the implementation of effective teaching evaluation
Teaching evaluation is a means to affirm, encourage or correct students' learning performance. Teaching evaluation usually runs through classroom teaching. Effective teaching evaluation can not only promote students to participate in learning activities with positive and high emotions, but also promote students to actively think about mathematics.
Fourth, pay attention to effective learning emotions.
Those who love it are better than those who know it, and those who enjoy it are better than those who love it. Students' learning mood directly restricts the effectiveness of learning. Creating harmonious teaching and good emotional relationship between teachers and students in the classroom is very important for maintaining students' interest and attention in learning. In classroom teaching, teachers give positive affirmation to any correct response of students, such as smiling, nodding, repeating and expounding students' correct answers; Teachers should not ignore or laugh at students' wrong answers or reactions, but should encourage students to continue their efforts; Teachers should try their best to have positive personal communication with each student, and listen carefully and accept students' correct ideas about teaching. At the same time, the emotional communication and coordination between teachers and students, mutual trust and the establishment of cooperative relations all require teachers to use their positive emotions to infect and stimulate students' learning emotions.
Of course, the pursuit of the effectiveness of classroom teaching is not to return to ancient teaching. Under the guidance of the new curriculum concept, we should ask ourselves one more question in the process of presupposing classroom teaching and implementing classroom teaching behavior. Does this activity effectively make our math class more exciting and make our students? Everyone can get a good math education? . Only by persistently pursuing the effectiveness of classroom teaching can we form a mathematics classroom teaching culture of inquiry, cooperation and dialogue.