1 How to Construct Effective Mathematics Classroom Teaching
Thinking about Mathematics in Problems
The best way to learn any knowledge is to discover and explore by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp the internal laws, essence and connections. Therefore, in teaching, students should be allowed to explore, discuss and communicate in problems and discover new knowledge by themselves. The problem is the core of mathematics. Teachers should skillfully set up doubts according to the characteristics of teaching materials, and set up "doubts" in the contradiction between old and new knowledge, so that students can "jump to it". For example, when teaching "Fractional Engineering Problem", in order to make students understand that the total amount of the project can be regarded as "1", I asked students to calculate and compare continuously through design questions, and the students came to the conclusion: Why are the lengths of roads different, but the final result is 1/5? At this time, the question is "how much is the total length of a highway repaired every day after it is completed in 5 days?" Through discussion, students understand that the length of this highway is the "total workload", and no matter how long this highway is, it can be regarded as the unit "1", which also communicates the relationship between "integer engineering problem" and "fractional engineering problem".
In the "circumference of a circle" lesson, the textbook is to arrange students to measure the circumference and diameter of a circle, and then calculate the ratio of circumference to diameter for comparison. When I was designing, I asked each student to measure the circumference and diameter of circles with different diameters, and fill in the data in the form sent to the group, only the circumference and diameter of the circle. Then the whole group of students observe the data in the table, study and find the law. At first, we only found the multiple relationship between circumference and diameter. After discussion, it is found that the multiple is greater than 3, less than 4, and then less than 3.5. Finally, it is unified that the circumference of a circle is always greater than 3 times the diameter. This expands students' thinking space. In the process of cooperation, discussion, mutual expression and listening, we should clarify our own ideas and opinions, discuss and argue among students, stimulate each other's inspiration, arouse students' desire for knowledge, ignite the sparks of students' thinking, and make students experience success and happiness in inquiry learning.
Understand mathematics through personal experience
The process of students' learning mathematics is not passively absorbing the conclusions in textbooks, but the process of students' personal experiments and experiences. In teaching, let students go through the learning process in natural and real subject activities, so as to gain their own unique feelings and experiences. Modern classroom teaching forms are diverse, and educational technology is becoming more and more mature, which also provides teachers with a broader choice of teaching technology in classroom teaching. Therefore, teachers' intuitive teaching with various educational media can not only enrich students' perceptual knowledge, but also activate students' creative thinking.
For example, when teaching axisymmetric graphics, take students to nature to collect and make various animal and plant specimens in person. In classroom teaching, students can observe, analyze, compare and appreciate the beauty of symmetry by displaying physical specimens or patterns, so that the characteristics of axisymmetric graphics can be easily formed in students' minds. It can be seen that only through learning activities can students feel the challenge of rationality and inner shock, and get real and unique feelings and experiences.
2 cultivate students' interest in learning mathematics
Close contact with classroom and life, improve learning interest.
Tao Xingzhi, a famous educator, said, "Life is education." Mathematics comes from life, and mathematics learning should be students' own practical activities. Mathematics teaching should truly return to students' lives, and let students discover, discover, analyze, explore and master mathematics knowledge in their own lives. Teachers should make full use of activity classes and spare time to carry out lively and interesting activities, make use of students' existing life experience, guide students to experience the process of observation, calculation, reasoning, communication and induction, and solve practical problems in life with the mathematical knowledge they have learned. For example, after teaching the area of a circle, I arranged for students to observe things related to the area of a circle in their lives. A student asked, "In nature, why are flowers round instead of triangular or square?" He took this question to find information and communicate with his classmates, and finally solved the mystery. When the perimeter is fixed, the area of triangle, square and circle is the largest. Flowers are round, so they can receive more sunshine and rain and grow better. In this way, students feel the close connection between mathematics and real life, realize the importance of learning mathematics, and then develop the habit of autonomous learning, cooperative communication and the consciousness of being brave in inquiry.
Pay attention to students' psychological training and strengthen the counseling for students with learning difficulties.
In teaching, we often find that some students have difficulties in class and their grades have not made great progress. But they are very serious, and they can finish their study tasks on time every time, but the quality is not high. The reason is that they don't really realize that learning is a process of hard work, trial and repeated failure. Therefore, first of all, educate students ideologically, learning is accumulated bit by bit, and you can't get the answer in a hurry; Don't be afraid of failure, learning is sometimes difficult, and learning will progress after facing failure many times. Secondly, we should make a detailed review plan for them and give them more affirmation and encouragement, so as to arouse their enthusiasm for learning and give them extra lessons in their spare time. You should be patient and calm when you are tutoring. Say what you can't do several times, and don't be afraid of trouble until you understand it. Paying attention to students' psychological training in teaching, so that they can develop a healthy psychology, not afraid of trouble, failure and challenge, will certainly let students learn something.
Encourage students to gain successful experience continuously.
Giving students a successful experience is the key to cultivate students' interest in learning. Successful experience can stimulate students' learning motivation. For the young minds of students, they are often only interested in learning when they see the hope of success. In addition, a successful learning experience can make students feel the positive emotions such as happiness and surprise brought by learning success, and also enhance students' self-confidence in learning, prompting students to have new learning needs and stronger interest in learning. When making learning goals, teachers should grasp the scale, which should not only conform to students' knowledge level and cognitive structure, but also be challenging. Simple learning goals can't satisfy students' desire to learn, can't surprise students, and can't stimulate students' interest in learning; Learning goals are too difficult, which will make students daunting and bored. Only moderate learning goals can make students have the motivation to learn and get the joy of success, thus generating interest in learning.
3 Mathematics classroom teaching
Teaching is divided into levels, from "excellent" to "poor" and develops harmoniously.
Every student's intelligence, physical and mental development and knowledge needs are different, so teachers need to "teach students in accordance with their aptitude". In my opinion, the key to really improve the quality of mathematics teaching and students' quality is to work hard on teaching students in accordance with their aptitude. Teachers should respect each student's different knowledge needs, whether asking questions in class or visiting class, they should make great efforts to cultivate "excellent" and "poor", fully guide students, bring poor students closer to a good direction, encourage good students to develop to a higher level, encourage personality development, and strive to improve the quality of each student in class.
Intensive lecture and more practice to improve classroom teaching effect
The combination of lectures and practice helps students to think and learn with their mouths, hands and brains, which can not only reduce the burden on students, but also arouse their enthusiasm for learning. Psychologists' experiments show that teenagers, especially junior high school students, have a psychological characteristic that can not be ignored, that is, teenagers' attention can not be sustained and intermittent. The first concentration lasted more than ten minutes, and then began to diverge. The second time is about ten minutes, decreasing in turn. In view of this characteristic of students, teachers should grasp the lecture time well. For example, the main content of Judgment of Parallel Lines is the axiom and theorem of judgment of parallel lines. For example, in teaching, students are guided to draw the judgment axiom of parallel lines first, and then they are allowed to complete the exercises corresponding to the judgment axiom, so that students can accept the judgment axiom while paying attention, relax in practice, and appear full of energy in the process of alternating lectures and exercises, so that they can quickly grasp the main points of knowledge and correctly apply knowledge to solve problems.
Establish a harmonious classroom atmosphere
The classroom is the first place for teachers to impart knowledge, and 90% of students' knowledge is obtained in the classroom. In the same class, some teachers are relaxed and happy, with good results. Some teachers are boring in the whole class. Why? Undoubtedly, it is because the former creates a good classroom atmosphere under the harmonious relationship between teachers and students. They are not only speakers, observers but also discoverers. They feel attentively, observe with their eyes, ignite students' wisdom with their feelings, and stir up students' emotional waves. Teachers enter the classroom with strong feelings, so that when they enter the classroom, they will be full of feelings, and when they board the platform, they will be full of feelings, thus achieving the effect of enlightening people's hearts and thinking. Change the classroom atmosphere with actions and emotions, so that students can unconsciously accept knowledge and complete their learning tasks in the harmonious emotional communication between teachers and students.
4 Mathematics students' independent thinking ability
Make full use of mathematical inquiry
In primary school mathematics teaching, students' problem consciousness can be cultivated by using the method of mathematical inquiry. First of all, primary school mathematics teachers should constantly instill the teaching concept of inquiry learning in mathematics teaching, and teachers should try their best to seize students' thirst for knowledge. Students' learning motivation is directly proportional to their thirst for knowledge. Only when students have enough motivation can they actively explore mathematical knowledge. At the same time, in order to improve students' computing ability and speed and master the skills and sequence of computing, primary school math teachers can design a "five-minute four-arithmetic competition" link, and give each student a chance to answer questions in the form of "baton" so that every student will not slack off in math class. Don't design too many numbers, but let students master the methods, and at the same time, you can set up a contest to answer questions first. This teaching form is not only interesting, but also can cultivate students' competitive consciousness, stimulate students' interest in learning mathematics, and explore students' potential problem consciousness, which is also of great significance to students' future growth.
Implant advanced mathematical ideas.
Primary school mathematics teachers should guide students to learn the basic theory of mathematics and the concept of mathematical knowledge. In the process of primary school mathematics teaching, teachers should pay attention to cultivating students' thinking of combining numbers with shapes, so as to develop creative thinking of combining numbers with shapes. The combination of numbers and shapes can solve the problem, and the creative thinking in the combination of numbers and shapes is the most important. Only by constantly cultivating students' creative thinking of combining numbers with shapes can we improve students' independent thinking ability and meet the requirements of new curriculum standards. For example, when talking about triangles, we can explain the stability of triangles by contacting bicycle racks in life, so that students can clearly know the relationship between numbers and shapes in Pythagorean theorem, which will obviously make students understand the meaning of math problems. After helping students to establish mathematical ideas, they should constantly consolidate their ideas. Only through the independent thinking of students and the repeated guidance and help of primary school math teachers can we accumulate math experience, help students learn new math knowledge, find new ideas to solve problems, and fundamentally improve students' ability to learn math.
Cultivate students' research ability
Primary school math teachers should attach importance to cultivating students' learning ability, and students can fully develop their thinking in the process of learning math problems. For example, when learning the mathematical concept of length, it will involve the teaching of "centimeter, decimeter and meter". In order to implement intuitive teaching, teachers can prepare small wooden sticks with the length of 1 m, 1 decimeter and 1 cm in advance and distribute them to students, so that they can intuitively feel how many these lengths are, and students can understand the differences between centimeters, decimeters and meters through actual touch. In the teaching process, primary school mathematics teachers should strengthen students' independent thinking ability, let students think independently and get the answers to questions, and study through practical operation, so as to improve students' learning level.
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