1 How to teach fifth-grade mathematics well
The application of variant in the teaching of mathematics variant in primary schools.
The "applied variant" in the teaching of mathematical variants in primary schools is the same as the changes in the actual situation of different mathematical problems. The difference is that primary school students apply their own definitions and general laws to a wider practical situation. For example, take the problem of "polygon area calculation" in the fifth grade mathematics of primary school as an example: ① What is the area of a board with four parallel sides, a base of 60cm and a height of 80cm? ② A parallelogram plate with a bottom of 30cm and a height of 60cm. How many square centimeters is the area of the chessboard? ③ Measure and calculate the area of the parallelogram below. From the first question to the second question, it is not difficult to find that the situation has not changed, but the numbers have changed, while the solving steps of the third question have increased, in which not only the base and height of the parallelogram are measured, but also the area is calculated. The similarity of these three problems lies in the application of parallelogram formula to deal with various problems Its purpose is to enable the fifth-grade primary school students to quickly and flexibly apply the calculation method of parallelogram area.
In-depth Variations in Mathematics Variational Teaching in Primary Schools.
As mentioned above, the depth variant is one of the problem variants. The design of depth variant is mainly to explain mathematical problems in depth. What it pursues is not the number of questions, but the mastery quality of questions, deepening the space of variant, and promoting the acquisition of more similar mathematical concepts and skills by changing the essential concepts of questions. Take the homework of "Calculation of Polygon Area" in the fifth grade of primary school as an example to analyze: ① Build a parallelogram pool with a bottom of 80m and a height of 30m. Please calculate the area of the swimming pool. (2) A parallelogram iron plate with a base of 60cm and a height of 50cm, with a 2.5 yuan per square centimeter. Please work out how much this iron plate is worth. ③ parallelogram flower bed with base 120m and height of 50m. If the base and height of the flower bed are increased by 20m and 30m respectively, please calculate the area of this flower bed. How many square meters more than before? These three problems are all related to the calculation of parallelogram area. At the same time, these three questions are also "changing" step by step, the difficulty is increasing step by step, and the steps of problem-solving thinking are gradually increasing. Its main purpose is to help primary school students master problem-solving methods and quantitative structure step by step.
The breadth variant in the teaching of mathematical variants in primary schools.
At present, the main purpose of breadth variant design is to strengthen the integration of mathematical knowledge, expand the space of variant, and consolidate mathematical skills by changing the external concept of mathematical problems, that is, the combination variant problem set, on the basis of primary school students mastering the mathematical knowledge structure from multiple angles. Taking "Calculation of Polygon Area" as an example, pupils' homework is as follows: ① A parallelogram playground on campus, with a base of 120m and a height of 60m, is used to put tables. The area of the table is 1m and the width is 0.5m. Please calculate the maximum number of tables that can be put on the playground. ② The school has a parallelogram table tennis court with a base of 72m and a height of 34m. Table tennis table covers an area of 15_. Please work out how many tables can fit in this table tennis court. ③ Xiao Li has a parallelogram foam board at home, with a base of 64m and a height of 42cm. How many foam boards can you change with a bottom of 34cm and a height of 22cm at most? The structure and solving methods of these three math problems are the same, all of which are a large area calculation with one or several small areas. The setting of this kind of math problems can help primary school students to structure this concept, realize multi-angle understanding and mastery, and form a math knowledge network in their minds, which is conducive to the application of math knowledge in the future.
2. Cultivation of interest in mathematics learning
First, care for students, sprout interest
Close teacher-student relationship is indispensable in campus life and plays an inestimable role in children's learning and development. First of all, teachers should respect and trust every student and never give up any student. In particular, it is necessary to help poor students make up for the shortcomings of mathematics knowledge in time, so that they have confidence in mathematics learning and are interested in learning. Secondly, we should be good at discovering students' little progress, narrow the gap between teachers and students with kind eyes, subtle movements, cordial attitude and enthusiastic praise, cultivate students' self-confidence, and thus stimulate students' interest in learning.
Second, try it and get interested.
In order to stimulate students' interest in learning, we should often adopt the teaching method of combining operation method with heuristic method. Students in Grade One and Grade Two mainly rely on visual teaching AIDS to think. Let students operate learning tools and cooperate with their hands and brains, which is more conducive to students' thinking. For example, when teaching "application problems with more and less", let all students take out the small disks in their learning toolbox, five red disks in the first row and seven yellow disks in the second row. They will happily take them out and arrange them, and then ask the students to align the red disks with the yellow disks one by one. Then the teacher asked, "What did you find?" Students will say that the red disk is two less than the yellow disk, or the yellow disk is two more than the red disk. Finally, the formula: 7-5=2 has both the first meaning and the second meaning. In this way, students quickly understand this kind of application problems, and at the same time cultivate their own observation ability, speaking ability and thinking ability.
Third, solve problems and enhance interest.
The life of mathematical knowledge lies in its application. It is necessary to cultivate students' ability to observe and understand things around them from a mathematical point of view, and to encourage students to use mathematical knowledge to solve practical problems around them. If you learn the knowledge of yuan, jiao and fen, let students buy daily necessities and vegetables for their families and let them think about how to change money; After learning the interest knowledge, students are encouraged to personally deposit their pocket money in the bank, so that students can experience the actual calculation of interest, interest rate, principal and other knowledge. In teaching, teachers should actively build a learning platform for students according to their age characteristics and existing life experience.
How to make students like mathematics
First, experience the fun of mathematics in hands-on practice.
Let students actively participate in practical activities, take a look, pose, think, etc. So that the learning content can be carried out happily in interesting practice, and students can use their brains in a pleasant atmosphere and remember it firmly. For example, when teaching the content of "Understanding Rectangle and Square", after students master the characteristics of rectangle and square, they will be given two irregular pieces of paper and asked to operate: (1) Cut a rectangle or square from one of the pieces of paper; (2) Try to cut out the largest rectangle or square with another piece of paper. Solving these problems not only cultivates students' practical ability, but also further develops and improves students' thinking ability. Lu You, a poet in the Southern Song Dynasty, said: "What you get on paper is always shallow, and you don't know what you get." Only in hands-on practice can we better stimulate students' interest in exploring mathematics and cultivate their innovative consciousness.
Second, build confidence and increase courage in the competition.
Children are competitive and have a strong desire for expression, so when students compete in class, I give them small red flowers, small red flags and encouraging words and actions in time, giving them full affirmation, thus cultivating their sense of competition. This will often create opportunities for students to fully express themselves and satisfy them psychologically, thus enhancing their confidence and courage. For example, games such as "oral comparison" and "test questions are good" are all suitable for the psychological characteristics of primary school students. Of course, when organizing competitions, teachers should give students ample opportunities to express themselves, so that they can be psychologically satisfied, and constantly encourage them to build up their confidence, enhance their courage, win without arrogance, lose with grace, and sum up their experiences and lessons. When doing a small contest, the forms should be varied and the difficulty should be varied, so that every student has a chance to answer correctly, so that every student can show himself and fully stimulate the enthusiasm of every student.
Third, in classroom teaching, we should pay attention to evaluation and encouragement to stimulate interest in learning.
Telford, an American psychologist, said: "There are two motivations that drive students to learn: one is social communication motivation, and the other is honor motivation." The former shows that students are willing to study hard for their favorite teachers, so as to gain the praise of teachers and enhance the friendship between teachers and students; The latter is a more advanced motivation, and it is the embodiment of students' hope to gain some status and treatment in the group, such as pursuing others' respect for themselves and hoping to get others' affirmation and praise. These two motivations are psychological manifestations of students' self-awareness and learning enthusiasm. In order to make students take the initiative and study hard, teachers should give full play to the role of motivation in primary school mathematics classroom teaching. Timely and appropriate encouraging evaluation can stimulate students' ideological sparks, make them taste the joy of success, and stimulate their strong thirst for knowledge, thus fully mobilizing and exerting their internal intellectual potential. And all this, without our grandiloquence, only needs simple and warm words from the heart, which will converge into a trickle and nourish students' hearts.
4 Mathematics classroom atmosphere to create
Establish an effective way of cooperation
With the in-depth development of quality education, group discussions and cooperative exchanges are increasingly introduced into the classroom. Group cooperative learning embodies the process and result of "cooperating with others" and exchanging ideas with peers. It not only fully embodies the democracy of teaching, but also gives students more time for free activities and opportunities for mutual communication. It is a stage for students to learn from each other's strong points and show their individuality. Therefore, under the background of the new curriculum, group discussion and cooperative learning can be seen in many classrooms. However, some of our teachers interpret it as "embellishment" in classroom teaching and "sitting together" and going through the motions in form. So, how can we improve the effectiveness of cooperative learning? First of all, the teacher should make it clear whether the questions raised are necessary for cooperation. For those problems that students can solve independently, there is no need to arrange cooperative learning.
Only those problems that students can't solve alone can give full play to the complementary advantages among students, which is valuable and effective cooperation for students' development. Secondly, in the specific operation, teachers should at least pay attention to: ① clear division of labor. Let every student have something to do in group study, let everyone have the opportunity to express themselves in group study, and everyone becomes the master of group study. ② Establish a mechanism. It is necessary to consciously strengthen the sense of collective honor of the "study group", so that every member can feel that his behavior will affect the study results of the group, and guide students to learn to listen to and respect the opinions of others, so that there will be a situation of "interaction, mutual assistance, mutual encouragement and common progress" in the group. (3) timely guidance. In the process of cooperation, students' activities are relatively scattered and the interference factors are relatively increased. Teachers should become a member of the learning group, participate in learning activities, and ensure that cooperation helps to improve classroom efficiency through tips, instructions and guidance.
Use effective classroom assessment
Effective evaluation helps students to understand themselves, build self-confidence and help teachers to improve their teaching. First of all, the principle of evaluation should be objective and fair. On this basis, insisting on encouragement is a charming and valuable evaluation. As a teacher, we must deal with students' mistakes correctly, and we can't use encouraging evaluation to extremes. Students should not be perfunctory about their mistakes, but should be guided to tell their own ideas of solving problems in order to make corresponding evaluations. For those wrong ideas that contain innovative thinking, we should point out the shortcomings and encourage them at the same time, so that students' enthusiasm for learning and innovation can be better brought into play. Secondly, teachers should temper the evaluation language of classroom teaching.
Specifically, (1) is accurate and unambiguous. Accurate language in teaching can remind and correct students, and teachers should give appropriate evaluation to students' answers. (2) vivid and rich. Various, flexible, vivid and rich evaluation languages can make students feel like spring breeze and promote the development of thinking. (3) Rigorous without losing humor. Humor is an indispensable teaching method in modern classroom teaching. It can break the boring situation in the classroom, make the whole teaching process harmonious and interesting, and optimize the classroom teaching effect. (4) Listening is more useful. "Curriculum Standards" points out that "the evaluation of learning should pay attention to both the results of students' learning and their learning process. "This requires teachers not only to say' you speak very well' and' you speak very well' to students, but also to evaluate students from the perspective of thinking. (5) Unique innovation. The object of classroom teaching evaluation is naive students, and the language of evaluation should vary from person to person, from time to time, from cause to effect and from thing to thing.