Mathematics is a basic course. In the process of primary school mathematics teaching, how to improve the classroom teaching effect also puts forward higher requirements for primary school mathematics teachers, that is, how to obtain the best classroom teaching effect with the least time and energy. At this time, we need to master the corresponding methods to improve the teaching effect.

Effective methods to improve the efficiency of mathematics classroom teaching in primary schools

First, teachers are well prepared before class and have clear teaching objectives.

What aspects are reflected in the formulation of scientific teaching objectives? First of all, this requires teachers to reasonably determine the breadth and depth of teaching content. Generally speaking, students' acceptance ability should be considered, so the amount of information in a class should be arranged reasonably. Secondly, it is necessary to distinguish the key points and difficulties in teaching content, so as to avoid not grasping the main basic content in teaching and spending more time on secondary or easily accepted content by students, thus failing to achieve the predetermined teaching effect.

Second, integrate science and novelty into classroom teaching.

1, to stimulate students' interest in learning and create a relaxed learning atmosphere.

We know that mathematics is not only a cognitive process, but also an emotional process. For this kind of emotional teaching, we should pay attention to cultivating students' interest in mathematics. Creating a harmonious and pleasant classroom atmosphere for students, paying attention to good teacher-student relationship and strengthening emotional communication between teachers and students have achieved the above points, and students naturally have a sense of intimacy with teachers and interest in mathematics courses.

2. Clever problem scenarios and scientific guidance.

In classroom teaching, teachers should try to reduce mathematics problems to common, understandable and acceptable problems in life, that is, reduce mathematics? Life? . In this way, students can not only master mathematics knowledge and skills, but also connect mathematics learning with real life. At this point, Boyi's new mathematical thinking? The three-step teaching method provides detailed teaching guidance and can teach you to solve this problem well.

3. Classroom teaching should focus on hands-on practice.

In order to achieve good classroom efficiency in mathematics teaching, all students must be guided to actively participate in learning activities. Therefore, in mathematics classroom teaching, teachers should provide activities for students so that every student can participate in learning. Here, we especially emphasize doing, because only through practice can we truly digest and integrate what we have learned; Through practice, students are? Touch? Perceive, understand and master mathematical knowledge.

Third, pay attention to the close connection between after-class and classroom.

The characteristics of primary school mathematics knowledge are strong systematicness and close connection. After-class review can give students a space to sum up, explore and develop, which can not only consolidate and develop what they have learned in class, but more importantly, develop students' intelligence, improve their interest in learning and cultivate their ability to find problems. For example, teaching two-step application problems, take the following example as an example: there are 30 meters of cloth, cut 12 meters to make sheets, and the rest to make clothes, each piece is 3 meters of cloth. How many pieces can you make? This kind of topic is analyzed from the point of view of the problem, and the conditions required for another problem are supplemented according to one problem and a known condition.

When solving this kind of problems, we should first review the related one-step application problems, so that students can easily see the connection and difference between the two-step application problems and the one-step application problems, and thus quickly master the analysis and problem-solving methods of the two-step application problems. Students are required to have a good grasp and application of the knowledge of one-step application problems, so they should pay attention to the after-class review of relevant knowledge. It is on the basis of paying attention to after-class review that better classroom effect can be achieved.

Improving the Effectiveness of Mathematics Teaching Evaluation in Primary Schools

First of all, teachers should respect students' personality differences, pay attention to effective evaluation of classroom teaching, and cultivate students' self-confidence in learning.

Because the new curriculum emphasizes that curriculum reform is not just a change of teaching materials, but an update of educational ideas and a practice that contains new educational ideas. So I think teachers should break the old ways in classroom teaching, respect students' personality differences and let them feel that they are really different. Especially for junior students, teachers' proper evaluation and encouragement have a great influence on them. Therefore, in the usual mathematics classroom teaching, I will let students ask open questions and let students participate in each other when answering questions. Who will answer his or her question? Are there any other answers? In this way, students can express their opinions and discuss actively, so that they can think in discussion and communicate in cooperation.

In addition, when I ask students with learning difficulties, I also leave more time for them to think, and often use some inspiring language, such as: Will you think again? You have a good learning attitude and are very active. The teacher likes you very much, and you are great! Let's all help him (her), give students a proper evaluation and make them feel that they have done a good job. Also, when students are asked to discuss problems, I will take the initiative to walk off the platform and give individual guidance according to the specific conditions of students, especially those who are not very good at school and are naughty. This will make them feel that the teacher has not given up on them, and also make them feel that they are a member of the class, thus stimulating their enthusiasm for learning and building their confidence in learning mathematics.

Finally, in classroom teaching, students are given the opportunity to do mathematics and experience the fun of creation.

In the traditional classroom teaching in the past, students were passive recipients of knowledge, that is, they did what the teacher said, but their creative potential could not be tapped, so many students also lost interest in learning mathematics knowledge. Everyone has a desire to create and enjoys unparalleled happiness after creation, so I think it is very important for teachers to find ways to tap students' creative potential in class, which can greatly improve students' interest in learning mathematics. For example, when I was teaching the calculation of rectangular area, I changed the previous teaching procedure in class because students already knew the characteristics of rectangles. Instead of arranging students to calculate according to the data in the textbook, I asked students to find rectangular objects in the classroom, let them freely combine, measure the length and width of rectangular objects and collect data, and then calculate the results after discussion in groups. This kind of classroom can make students form a unique experience of new knowledge in the process of doing mathematics, really enjoy the fun of creation, get the joy of success, and enhance students' self-confidence in learning mathematics well.