Preparing lessons is an important link in mathematics teaching. Preparing lessons is mainly to prepare teaching materials and students. Teachers should be familiar with the syllabus and exam instructions before preparing lessons, and make clear the position and role of this course in the teaching materials. At the same time, teachers should study textbooks and teaching reference books in depth and carefully, consciously dabble in relevant knowledge, add something that can be called "background", and internalize these things into something useful for teaching. Secondly, we should fully understand the actual situation of students, the details of students' knowledge and what students want to learn, so as to determine our teaching objectives, so as to carefully design the classroom teaching process suitable for students' learning and ensure good teaching results.
In the process of designing lesson plans, teachers should think carefully, write out what they want to talk about in class, and design the teaching process in class to avoid randomness and disorder in teaching. Of course, in the process of class, teachers should not stick to the teaching plan completely, but make some adjustments according to the specific situation of the classroom to adapt to the various changes in classroom teaching. After class, teachers should reflect on teaching experience in time, analyze the reasons for success or failure, and write good feelings after class, which is of great benefit to improving teachers' preparation and teaching level.
Second, we should pay attention to the guidance of students' preview before class.
Students preview and attend classes later, and attend classes with interest, questions and purpose, which will greatly improve the effect of classroom lectures. So, what should we prepare before class? Is to prepare well under the guidance of the teacher. For the new teaching, teachers should try their best to provide students with a study plan. Students will be familiar with the contents of the book, and look for some knowledge points purposefully and pertinently according to the requirements of the study plan, and try to connect the knowledge points in series to form a knowledge framework. You should mark the places you can't understand in the book or the problems you can't solve in the study plan. In this way, students will be more active in class and have a deeper impression on this knowledge point. Therefore, with correct guidance and targeted pre-class preparation, students can achieve good teaching results in the classroom and fully mobilize their autonomy and enthusiasm in learning, which also reflects the concept of the new curriculum.
Third, we should ask questions effectively in class, and infiltrate emotions in class to stimulate students' interest in learning.
Questioning is an important link in mathematics classroom teaching and an important means of knowledge and emotional communication between teachers and students. On the one hand, it can encourage students to participate in classroom teaching and prevent students from deserting. More importantly, students can feedback their learning and knowledge to teachers in time, and teachers can adjust the pace and progress of teaching accordingly. So the quality of teachers' questions is very important. But some teachers' questions are often simple words like right or wrong. These are actually invalid questions. Teachers can't know students' views on this issue, nor can they urge students to think deeply. So, how to ask questions effectively? Teachers should pay attention to the following principles when asking questions: First, master the difficulty. Pay attention to the moderate difficulty, decompose the problem, from shallow to deep, and follow the guidance. If necessary, according to students' knowledge and ability level, it will play a good role to ask a few basic preparatory questions first, and then ask the original questions, that is, to design some knowledge steps for students. Second, when asking questions, we should pay attention to the hierarchy of the question itself, so that every student in the class can think as much as possible, more or less, so as to cultivate their good habits of independent thinking and good thinking.
Fourth, enhance students' self-confidence and cultivate students' awareness and ability of independent participation.
According to the age characteristics of junior students, they are lively and active, curious about anything new, and it is easier to mobilize their enthusiasm for learning, but they also have the characteristics of relying on teachers. Don't know how to learn. Therefore, in order to let students really take the initiative to participate in learning, we should let them participate in learning activities in a positive state of preparation, and let them believe that "I can do it" and "I can do it", so as to participate in learning activities with confidence. For example, when a teacher teaches "9 plus several", the knowledge base is counting, the composition of numbers and simple calculation skills, and the ability base is skilled operation of sticks. Therefore, before learning new knowledge, let the students see what they want to do: "Some of them count the number of students in the picture, some arrange drinks with sticks in the picture, and some make up short stories with their classmates, so that they can prepare for the necessary knowledge and skills in the process of cooperation with their classmates. At this time, the teacher asked, "Who can ask questions related to mathematics according to the things in the circle? "Because students are prepared, they not only know what to do, but also know how to participate in learning activities. They are particularly active in their studies, and teachers are scrambling to express their opinions, which provides a guarantee for the following learning activities. Students come up with various answers in their studies: "Some put the left and right sticks together and count them one by one until they are all counted;" "Some continue to count the sticks on the right after the nine sticks on the left, some take one from the right and put it on the left to make it 10, and there are a few left on the right. This is the way to make it ten, because our purpose is to stimulate their self-confidence in learning and cultivate their awareness of actively participating in learning activities.
Fifth, pay attention to positive teaching evaluation and enhance students' learning confidence.
"Evaluation should not only pay attention to the results of students' learning, but also pay attention to their learning process ... pay attention to students' emotions and attitudes in mathematics activities, help students know themselves and build their self-confidence. "This is the purpose of the new curriculum to encourage evaluation. Effective evaluation helps students to understand themselves, build self-confidence and help teachers to improve their teaching. Teaching evaluation should be based on encouragement, and the evaluation language should be sincere and artistic. In teaching activities, teachers must encourage and praise students from the heart, so that students can feel from the heart that teachers really appreciate them. At the same time, teachers' evaluation should also vary from person to person, from time to time and from time to time.