Teachers' careful preparation of lessons is a necessary condition for building an efficient classroom. As a teacher, we should be clear about the key points, difficulties and key points of each class, so that we can be handy in teaching. The first is to prepare teaching materials. Before preparing lessons, you should thoroughly understand the teaching materials and use them creatively. We can improve and supplement them according to the learning situation and teaching needs, so that they can better serve teaching and students and make classroom learning lively and effective. Therefore, the creative use of teaching materials is one of the keys to improve classroom effectiveness. Secondly, it is very important to prepare students and fully understand them. Knowing students' existing knowledge base and life experience can avoid the disconnection between teaching and learning in classroom teaching. Understanding students' interests can stimulate students' interest in teaching content, stimulate students' learning state and truly reflect students' main role. Teachers' careful preparation of lessons can fully and consciously guide students to a desire, ability and competition for learning.
Using modern information technology is an important strategy to build an efficient classroom.
Modern educational technology combines form and sound, and is rich in sound and pictures, which can provide rich and intuitive materials in a short time. Strengthening teaching interest, better mobilizing students' multiple senses to participate in learning, optimizing the teaching process, creating a good learning atmosphere, activating students' thinking, broadening their thinking, properly using information technology in the classroom and enriching the classroom image are important strategies for building an efficient classroom.
Influenced by traditional teaching, there are still many teachers who are still keen on the traditional "didactic teaching" in our classroom teaching: a piece of chalk, a mouth, an assignment and several exercises, which ignores the effectiveness of classroom teaching to some extent and makes classroom teaching useless. This is also the root of the phenomenon that the classroom is silent and motionless because the teacher asks a question. This phenomenon is widespread in remote schools in our towns and villages, and the more serious it is in senior grades. Now the new curriculum requires us to take modern information technology as a powerful tool for students to learn mathematics and solve problems. In order to fully promote the efficient classroom construction and standardize the teaching routine work, the school takes the principal as the team leader, the school leaders as the core, and combines the activities of "one teacher, one excellent class, one teacher in one class" to actively apply digital educational resources, make every effort to create an upsurge of efficient classrooms, and form a teaching application environment of "everyone uses resources and has cases in class" to promote it. It has built a platform for teachers to communicate and show, and changed the traditional teaching mode. Teachers use modern educational technology appropriately according to the teaching content, so that teachers can teach easily, students can learn happily and speak freely, thus improving the level and quality of classroom teaching. For example, Teacher Wang Yuanxiang uses multimedia to create teaching situations, showing various angles in life, and then uses animation to translate the angles of lines in the picture. Stimulating students' interest in learning, such as "derivation of circle area formula" is a very complicated problem, which is difficult to explain clearly in traditional teaching and takes a lot of time. When designing the courseware, Mr. Wu Heping cut the circle into 8 parts, 16 parts, 32 parts and so on by means of multimedia simulation. , can perfectly solve a complex problem of turning a circle into a square and drawing a song into a straight one in a limited time. When teaching "7 plus a few", Mr. Zhao used multimedia to provide multi-level exercises, which effectively used the limited teaching space, increased the practice density and improved the classroom efficiency.
Thirdly, optimizing classroom teaching process is the key to efficient classroom.
Mathematical process is a two-way unification process between teachers and students. In order to make the classroom efficient, we must adopt the integration of effective teaching methods and diversified teaching strategies, and change the single bilateral activities between teachers and students into a variety of teacher-student activities, so as to truly reflect the essence of teaching activities, mobilize the enthusiasm of students to participate in teaching, and fundamentally solve the problem of improving classroom efficiency.
1, import before class. Good lead-in before class can not only create a relaxed teaching atmosphere, but also be an important part of classroom teaching. For example, when I accurately guessed the name of the family ID card number produced by the students in the teaching of ID card coding in Synthesis and Practice, I skillfully used the curiosity of the students to design the lead-in: Do you know why the teacher guessed so accurately? Although a class only takes a few minutes or even a sentence, it is very useful. If properly introduced, it can arouse students' strong curiosity and interest in learning, create a rich learning atmosphere for the whole class and promote effective teaching.
2. Learn before teaching. The teaching mode of "learning before teaching" advocates student-centered teaching and students' independent learning. For primary school students, the most important thing is to learn how to learn, how to think, how to discover, how to create, and how to master a set of learning methods that suit them. What I used to do was to illustrate, summarize concepts, calculate laws and summarize laws. Later, I found that doing this has formed a bad habit that many students don't like to use their brains. They always listen passively and don't want to learn actively. Their enthusiasm for class participation is very low. Often few people raise their hands when they ask a question. Later, I changed this teaching mode. On the premise of fully believing in students' learning ability, I give them back time and leave them some time and space. I tried the method of "learning before teaching, practicing before speaking". First of all, I guide students to teach themselves textbooks. By answering questions, I can understand the students' mastery of the teaching content and give timely guidance on the problems that students can't understand. For example, when I teach a class of continuous division of application problems, I first present the tutorial with courseware: How many people are there in each group? What must be counted first? What is it? Let students exchange ideas to solve problems. 1. Before answering, discuss with each other in groups of four. 2. Think independently, think about how many solutions you can have, and write them down in your notebook. 3. Each group recommends a representative to report the discussion results. In this way, the problem of more content and less time is solved, and the teaching task is truly completed with high efficiency and high quality.
3. Teamwork. Group cooperative learning is the need of new curriculum reform and the need of creating efficient classroom. For example, when I explore the meaning of ID number in teaching, I create a vast space for students to explore independently, cooperate and communicate. Ask the students to take out the collected ID numbers and observe and compare them in the group. What are the similarities and differences? Then send representatives to report after group communication, and summarize some information in the ID code. Through this group activity, the intensity of time practice is increased, thus improving the classroom efficiency.
In short, in order to build an efficient primary school mathematics classroom, we must base ourselves on students' reality, create a classroom situation conducive to students' learning, inspire and induce students to acquire mathematics knowledge through scientific inquiry activities, cultivate students' divergent thinking, master the basic knowledge and skills of learning, and urge students to actively learn mathematics with the help of teachers. In the future teaching, I will continue to practice, summarize, improve and innovate to really improve the quality of classroom teaching and improve students' learning efficiency.