First, optimize the teaching content and reasonably excavate the teaching materials.
Research shows that when mathematics is closely combined with children's real life, mathematics is alive and full of vitality, and children's interest in learning to solve mathematical problems can be stimulated. Therefore, teachers should pay attention to students' experience and interest in teaching, endow them with rich realistic background of mathematics knowledge, and provide vivid and practical learning materials for students' mathematics learning. At the same time, teachers should dare to "break through" the shackles of existing textbooks, adapt textbooks according to students' reality, and optimize learning materials. For example, an example in primary school mathematics: "Xiao Ming reads a book with 100 pages. He reads 15 pages every day. How many pages are left after reading for 6 days? " When I was teaching, I changed the question to: "Have you finished reading it after 6 days?" This has become an open question. Students can think from many angles when answering. This change expands the space for students to explore independently, develops students' thinking, and puts the cultivation of students' creative thinking into practice.
Second, close to student life and create interesting situations
Interest is the best teacher. Psychological research shows that the closer the learning content is to students' familiar life background, the higher the students' conscious acceptance of knowledge. Therefore, teachers should be close to the reality of students' life, actively create natural and vivid situations, improve their interest and light up the mathematics classroom. For example, in the teaching of "direction and position", I set the classroom on the playground and let the students point out different directions in groups and play games to identify the direction. Prior to this, some students had a poor sense of direction, but in group study, they inspired and helped each other and quickly mastered this knowledge point. It can be seen that using the nature of primary school students' love of games to innovate learning methods not only makes students happy and effective, but also exercises their cooperative inquiry ability.
Third, use group cooperation to organize effective inquiry.
The first is to organize effective inquiry activities.
1, flexible use of inquiry form.
The forms of inquiry usually include students' independent inquiry, students' temporary voluntary combination inquiry, group cooperation inquiry and large class collective inquiry. In the classroom, according to different inquiry needs, we can adopt one way or cross several ways to make inquiry activities more thorough and sufficient.
2. Guide students to explore.
Teachers' participation is a great support and encouragement to students. In the process of inquiry, teachers should first actively create inquiry environment, guide inquiry methods, and guide and promote the communication and interaction within students' study groups. Secondly, teachers should encourage dialogue among groups and provide conditions for such exchanges and cooperation. In addition, teachers should organize the communication of the whole class, so that all students can gain something from demonstrating and observing, expressing and listening, questioning and arguing, refuting and supporting.
The second is to establish effective ways of cooperation.
With the in-depth development of quality education, group discussions and cooperative exchanges are increasingly introduced into the classroom. How can we improve the effectiveness of group 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 open problems that students can't solve alone and can give full play to their complementary advantages can have the value of cooperation. Secondly, teachers should pay attention to: first, the division of labor is clear. Let every student have something to do and everyone become the master of group study. The second is to establish a mechanism. We should consciously strengthen the sense of collective honor of the "study group", let each member 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. The third is 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 study group, and guide the learning activities through tips, instructions and guidance.
The third is to capture effectively generated resources.
Classroom teaching is a dynamic process. In class, we often encounter such an "embarrassment": when the teacher is about to carry out the next stage of teaching, students may suddenly pop up a question, add an algorithm, or ask a question. At this time, giving up the established link teaching will affect the completion of teaching tasks; Pretending not to see it obviously violates the concept of "teaching students according to their studies". Whenever this happens, teachers often find themselves in a dilemma. A teacher who really cares about students' development will decisively adjust the teaching tasks, keenly capture the fleeting generation points and enlarge them. Because they think that many creative resources are fleeting, if we can't catch them, we may miss a good opportunity to synthesize passion and wisdom.
Fourth, teaching students in accordance with their aptitude focuses on stimulating interest and promoting efficiency.
Teachers should delve into the teaching materials, fully tap the happy factors in the teaching materials, take students as the basis, teach students in accordance with their aptitude, pay attention to stimulating interest and promoting practical results in all aspects of teaching, and carefully design classroom exercises in addition to adopting appropriate teaching methods. A good math class is not only interesting at the beginning of the class; The class is going on, and the interest is strong, but it is also "the class is over and the interest still exists." I summed it up like this when teaching "Preliminary Understanding of Fractions": (Show the small blackboard: a bottle of soda, A drank half of the whole bottle, B drank half of the remaining half, and C drank half of the remaining half. ) Can you express this question with fractional knowledge? When the students answered that A drank 1/2, B drank 1/4 and C drank 1/8, I asked again: How much is left in this bottle of water? Who drinks a lot? Who drinks less? Why? When students can't answer, I will say that this knowledge will be understood in the next class. Students go back and think about it first and see who is the smartest! " After class, students will preview the content of the next class with great interest.
Effective mathematics classroom teaching must enable students to obtain valuable mathematics, and valuable mathematics should not only be closely related to students' real life, but also be applied in practice to promote the improvement of students' thinking quality to some extent. The ancients said, "It is better to teach people to fish than to teach them to fish." This is the truth. In a word, effective classroom is an idea, a value pursuit and a teaching practice model. We expect to arouse more teachers' attention and exploration on this issue with our own thinking.