The effectiveness of mathematics classroom teaching refers to the coordinated development of students' knowledge and skills, mathematical thinking, problem solving and emotional attitude through classroom teaching, and the effective realization of the expected teaching effect. Generally speaking, the effectiveness of mathematics classroom teaching means that students have improved and made progress in their learning through classroom teaching activities, which is embodied in cognition, from ignorance to understanding, from less knowledge to more knowledge, and never have meetings; Emotionally, I have never liked it, never loved it, never interested in it. Therefore, in the face of a new round of curriculum reform, we need to improve the effectiveness of mathematics teaching in primary schools.
How to improve the effectiveness of mathematics classroom teaching in primary schools? Below I will talk about some immature ideas and methods based on my own understanding and practice.
First, deepen teaching materials to ensure the effectiveness of knowledge.
The effectiveness of knowledge is a very important condition to ensure the effectiveness of classroom teaching. For students, the effectiveness of imparting knowledge refers to new ideas, new materials, things they don't know and things that are useful after learning. Whether the teaching content is effective or not is related to the nature of knowledge and the state of students. First, the growth of students' knowledge depends on the amount of effective knowledge. The growth of students' knowledge in teaching is the key to the success of teaching. Second, the development of students' wisdom depends on the amount of effective knowledge. Development is the main task of teaching. Knowledge is not wisdom, but knowledge transfer is wisdom. Not all the knowledge in the individual's total knowledge has the same fluidity, but the internalized and skilled knowledge can be extracted and used flexibly at any time. This part of knowledge is called effective knowledge in the total knowledge of individuals and is a symbol of wisdom. Third, the improvement of students' thinking depends on the amount of effective knowledge. This kind of knowledge refers to effective knowledge, which is acquired by students in teaching, comprehensive, thoughtful and really beneficial. Fourthly, the psychological effect of teaching depends on the amount of effective knowledge. Only by having a pleasant psychological effect on the acquisition of knowledge can it become the driving force and catalyst of activities.
Second, explore an effective learning process.
1. Carefully create problem situations to stimulate the desire to actively explore.
The so-called problem situation means that a problem is difficult and can be solved by your own efforts. The appropriate problem situation has two characteristics: first, it is in the development zone with the closest development level of students' thinking, which can stimulate students' desire for learning; Second, there is a certain interest, which can arouse students' interest and curiosity. When students are studying, they are often exposed to a situation, not a realistic condition. Creating appropriate problem situations can fully stimulate students' thirst for knowledge, create a pleasant learning atmosphere and promote students' active exploration of knowledge. In this case, as an important form of classroom teaching, questioning should be scientifically designed. It must be able to arouse students' deep and serious thinking with relish, to promote students' valuable thinking activities, to arouse extensive associations and to get regular understanding. For example, when studying the area of a circle, I draw a circle first, and then draw a small square with the radius of the circle as the side length of the square and the center of the circle as the vertex. Let the students guess, how many times is the area of the circle? Some guessed more than 2 times, and some guessed more than 3 times ... Students have different opinions. Then organize students to discuss: Can you come up with a way to show that your guess is reasonable? Some students use this small square to measure the known circle, but they can't get the result. Some students cut the circle into four pieces on average and put it into an approximate parallelogram, but it still doesn't work. Some students take out more copies to cut, and the parallelogram will be closer, reducing overlap and gaps. Teachers give students enough time and space for group cooperation and discussion, and create such a teaching situation of questioning and guessing, which can make students get the pleasure of inquiry, cognition and innovation.
2. Encourage students to dare to question and attach importance to the guidance of questioning methods.
Asking questions and asking difficult questions is the beginning of exploring knowledge and finding problems. Therefore, from the characteristics of children's strong curiosity and thirst for knowledge, it is also an important measure to guide students to think hard, be good at finding problems and encourage students to ask questions boldly. For example, when teaching "circular decimal", students are consciously required to calculate 7 ÷ 3,58.6 ÷11. When calculating, students always find that they can't divide everything, and the numbers on the quotient always appear repeatedly, and their hearts are full of curious questions. At this time, the teacher asked the students at the right time. Did you find out? What encourages students to boldly ask the questions in their hearts: "Why are these two questions always endless?" "Why are there always repeated numbers in business?" The teacher pointed out that such decimals are called cyclic decimals. Then ask the students to discuss the problem in groups and define the cyclic decimal. In the process of speaking, doing and thinking, students' thinking develops unconsciously. In the past, students used to follow the teacher's ideas and were not used to thinking independently, so there is no doubt that it is difficult to develop their personality. In fact, when students are listening to the class, there will definitely be moments of doubt in their minds, but most students are afraid or unwilling to ask the teacher for advice. For these students who are afraid of difficulties, we should give enthusiastic encouragement and "talk about our own views and problems." "It doesn't matter if you are wrong." Encourage students to overcome psychological barriers and enhance their learning confidence. At the same time, you can give guidance on the way of body temperature. If students are just learning to ask questions, they can start with small questions: What does the teacher mean? Why do you say that? Have you mastered it yourself? What did you find through what the teacher said? Problems keep students in a positive thinking state all the time. While teachers independently guide or solve problems, students' potential is fully tapped.
3. Pay attention to students' learning experience and stimulate their enthusiasm for active participation.
"Mathematics Curriculum Standard" puts forward the process goal of making students "experience mathematics". Starting from letting students experience practical problems, it emphasizes that mathematics curriculum should be abstracted as a mathematical model, explained and applied. In the classroom of the new curriculum reform, students' learning experience generally comes from strong cognitive conflicts. They solve problems and gain experience through personal understanding and practical activities. Constantly strengthening and expanding learning experience is conducive to accumulating new experiences for follow-up study. "Heard, may forget; After reading it, you may understand; Only when you have done it will you really understand it. " Children's thinking begins with action. If the relationship between action and thinking is cut off, thinking will not develop. Because of the age and psychological characteristics of primary school students, thinking is in the stage of paying attention to concrete image thinking. According to psychologists' research, children's cognitive structure is similar to an inverted cone spiral diagram, which shows that the spiral of cognition is open and its openness is increasing, which means that children's cognitive development process is a continuous cognitive construction process, that is, it gradually develops from one balanced state to another higher balanced state. Undoubtedly, there are many nodes in this cognitive spiral, which play a connecting role. If these nodes are growing, it will get twice the result with half the effort if students practice hands-on operation and use their hands and brains. Students' learning begins with the coordinated activities of hands, eyes and brain. For primary school students, operation can shorten the distance between knowledge objects and students and conduct direct cognitive activities. Doing so is conducive to stimulating students' enthusiasm for active participation.
For example, when teaching fractional division, I jumped out of the box of cognitive skills and paid more attention to students' learning process instead of taking the deduction of rules and the formation of skills as the only goal, so that students could achieve the goal of developmental field in their own practice and exploration. In teaching, we should explore around the key points of examples, provide opportunities for autonomous learning, give students enough space and time to think, allow and encourage them to have different algorithms, respect their ideas, even unreasonable or even wrong ideas, and let them further clarify their reasoning in mutual communication, collision and discussion. After the key exploration, we are not in a hurry to come up with the calculation rules, but continue to let students do oral calculations and still allow them to choose the method they think is suitable. On this basis, the teacher organized students to discuss that "when a fraction is divisible by an integer, when the numerator of the fraction is divisible by an integer, the quotient of the numerator is the numerator, and the denominator remains the same." This calculation method is simple and convenient, and through students' dynamically generated examples, such as: the numerator is not divisible by the divisor 2, let students realize through continuous attempts and explorations that "the fraction divisible by an integer (except zero) should be adopted at this time, which is equal to the fraction multiplied by the reciprocal of the integer." Although the whole class did not deliberately pursue the so-called formal calculation rules, but what the students said is not the core of arithmetic algorithm?
Third, skillfully use audio-visual media to improve classroom efficiency.
1. Use the media to stimulate interest
For any fruitful study, students must have a strong interest in the materials they have learned. Interest in learning is the main motivation for students to acquire knowledge, broaden their horizons and enrich their psychological activities. In mathematics teaching, teachers often talk with relish on the podium, and students show negative and bored emotions or do other things by themselves. An important reason for this phenomenon is that it is difficult for teachers to be interested in students who have not experienced it personally. Multimedia teaching is vivid and can stimulate students' interest in exploring knowledge in time. I make full use of the characteristics of audio-visual media, such as intuition and operability, combined with the content of teaching materials, or stimulate students' senses with bright pictures, or arouse students' interest with interesting situations, or show the contradiction between old and new knowledge with intuitive demonstrations, to stimulate students' desire to explore and psychologically pave the way for students to acquire new knowledge. For example, in the "Calculation of parallelogram area" class, I first showed a projection, and calculated the area of parallelogram drawn on the projection by counting squares, and then inspired students to think: If a piece of land or a playground is a parallelogram, can you still calculate the area by counting squares? How to calculate the area of parallelogram without square? By asking questions, the students learned. Teachers thus arouse students' interest, arouse students' thinking and make students listen to new lessons with a strong thirst for knowledge.
2. Use the media to break through difficulties
Exploring new knowledge is the central link in the whole teaching process and an important stage to develop students' thinking ability and innovation ability. The important and difficult points in mathematics teaching are difficult to form representations in students' minds and easy to master if only through simple and boring narration. In mathematics teaching, the use of audio-visual teaching means, through intuitive pictures, helps students grasp the key content and break through the difficult content. Using the visual and vivid characteristics of audio-visual media, the changes of various graphics are vividly displayed, so that students can actively participate in the analysis and thinking of each graphic with their eyes moving and minds. When I was talking about "Understanding of Cubes and Cubes", I showed my classmates that one side of a cuboid or cube can completely coincide with the opposite side by moving, and then I came to the conclusion that the opposite sides of a cuboid or cube are parallel and equal. This not only strengthens the key points, breaks through the difficulties, but also helps students master the knowledge. For another example, in the teaching of travel problems, there are various situations in order to let students understand the "travel problems" in real life. The following contents were demonstrated in the class: (1) Two people walked in opposite directions from two places at the same time without meeting. (2) Two people walk in opposite directions from two places at the same time and cross. (3) Two people walk in opposite directions from two places, with A walking a distance ahead; B just started, and then after a while, the two met; (4) Two people walk in opposite directions at the same time. (5) Two people travel in opposite directions from two places at the same time. (6) Two people walk in the same place and in the same direction at the same time. Due to different speeds, the longer the transit time, the farther apart they are. (7) Two people walk in the same direction from two places at the same time, the slow one is in front and the fast one is behind. After a certain period of time, the latter catches up with the former. Through this exhibition, students can clearly understand the meaning of geography problem solving purpose, thus shortening teaching time and improving learning efficiency.
3. Use audio-visual media to create a happy learning atmosphere.
Zankov, a Soviet psychologist, advocated that in teaching, students' learning enthusiasm should be fully mobilized, students' "emotional life" should be highly valued, and a pleasant and vivid teaching atmosphere should be created to make students "love learning" and "enjoy learning" and effectively improve learning efficiency.
The success of classroom teaching is mainly marked by the level of teaching efficiency, which often depends on whether students are active in teaching activities. When children have full interest in learning, they will have a strong demand for learning, actively participate in learning, and persistently struggle with difficulties in learning, and no longer feel that learning is a burden. Using multimedia technology in teaching can create a good teaching situation, deepen students' sensory stimulation, firmly grasp students' attention, stimulate students' interest in learning, and play a multiplier role in education and teaching activities. For example, when teaching "Yuan, Jiao and Fen", teachers use some small animals, vehicles and electric toys that students like to see and hear to stimulate their curiosity. Design a "buying and selling situation" to let them buy in joy, recognize in joy, learn and remember in learning, so that students' perceptual knowledge and rational knowledge can be organically integrated, and direct experience and indirect experience are closely linked.
4. Use the media to give timely feedback.
Practice is the basis of forming skills, and it is also the activity way of developing students' independent thinking. The application of audio-visual media in the practice of reaching the standard can provide students with more practice time and opportunities, thus consolidating the knowledge they have learned, enabling teachers to use feedback information in a multi-angle, multi-faceted and multi-level manner to conduct timely dial-up and evaluation, thus improving the efficiency of classroom teaching.
In a word, there are still many aspects to be studied to improve the effectiveness of mathematics classroom teaching. In mathematics teaching, the teaching concept of "student-oriented development" should be fully embodied. From the traditional teaching emphasis on imparting knowledge and mastering skills to promoting students' development, we pay more attention to the cultivation of students' learning ability, the formation of habits and attitudes, and the sustainable development of students. Starting from effective classroom teaching and students' self-development, we should find the right starting point, rationally use and arrange various teaching methods and links, so as to make mathematics classroom teaching more effective and make mathematics classroom glow with strong vitality.