How to improve the teaching quality of 1 sixth grade mathematics
First, pay attention to guidance and enhance students' learning motivation.
Psychologist Bruner regards "motivation principle" as an important teaching principle, and thinks that teaching must stimulate students' learning enthusiasm and initiative. Learning motivation is the internal motivation to directly promote students' learning, and it is indispensable for any learning activity. Students have a strong desire to learn, naturally eager to learn, eager to progress, eager to work hard, the improvement of students' mathematical ability and level will certainly stimulate their self-confidence in learning mathematics. As a math teacher, we should consciously infiltrate the education of cultural learning and the significance of math learning in teaching, so that students can understand that they are the masters of the country, the hope of the future and shoulder the heavy responsibility of hometown construction and development. Only by being proactive and eager to learn can they become useful people to the country and society in the future. Teachers should guide students to feel that mathematics is an indispensable tool for people's life, work and study, and nothing can be separated from mathematics; Infiltrate mathematics history education in teaching, so that students can feel the value of mathematics; Introduce some successful stories of scientists, especially mathematicians, learn from their lofty aspirations and persistent spirit, draw learning motivation from them, and have confidence in mathematics learning.
Second, do a good job in regular teaching and cultivate students' good study habits.
Doing a good job in regular teaching and making students develop good study habits are the basis for improving the quality of classroom teaching. I have clear normative requirements for students' classroom learning, such as preparing school supplies before class, using exercise books and arranging homework time. I pay great attention to let students preview, review, do homework, practice, reflect and summarize before and after class. In classroom teaching, students should be allowed to explore and communicate independently, and learn to study independently and cooperate in research during the learning process. Students master these methods, stick to them for a long time, and form habits, thus forming good learning quality and habits.
Third, optimize teaching and pay attention to the quality of classroom teaching.
On the premise of regular teaching, teachers should also pay attention to the actual effect of classroom teaching. The author believes that in the sixth grade mathematics teaching class, in addition to letting students master the basic knowledge points, the methods and processes of solving mathematics problems are also the focus of classroom teaching. I pay special attention to this point in my usual teaching. Some students in my class are particularly interested in math learning, and there are various ways to solve problems every time. I give them affirmation and then let students compare, so as to choose the best way to solve problems, thus expanding students' thinking, cultivating students' flexible thinking ability, making students realize the happiness brought by mathematics in the process of solving problems and cultivating students' strong interest in learning mathematics. In class, I pay special attention to arousing students' enthusiasm, strengthening communication between teachers and students, fully embodying students' spirit of learning easily, feeling happy and paying attention to fullness, and cultivating students' speaking ability, practical ability and thinking ability, thus improving the quality of mathematics classroom teaching.
2 Mathematics teaching methods
Cultivate students' practical operation ability in mathematics
Mathematical knowledge, applied to real life, can reflect the intrinsic value of mathematics. Therefore, in the fifth grade mathematics teaching, teachers should fully implement this goal, make students realize that mathematics learning is for practical application, and carry out teaching around practical application in mathematics classroom teaching to stimulate students' interest in learning and exercise their practical ability. This requires that in daily teaching, teachers should strengthen the cultivation of students' practical operation ability, cultivate the application of students' knowledge in real life, and stimulate students' learning enthusiasm. For example, when teaching "how to calculate by proportion", the teacher can take the students to the playground and let them measure the height of a tree. At this time, students will propose how to measure. Most students will suggest that it is impossible to measure trees because of their height, unless they climb them. At this time, teachers should lead out the calculation of ratio and proportion, fully explain the calculation method, and mobilize students' enthusiasm for learning ratio and proportion calculation. This is a good guiding situation.
For another example, when teaching the wide-angle "planting trees" in mathematics, teachers can organize students to actually plant trees and let students participate in mathematics learning. The creation of situations should be clever and moderately difficult, so that students can solve problems in time and learn knowledge in planting trees. Teachers can set the problem of planting trees, so that students can solve the problem by planting small trees and get the answer. Students plant small trees on the path of 100m, and plant a tree (both ends) every 5m. Q: How many small trees can a student plant? Among them, teachers can cooperate in groups to strengthen students' collective learning ability. Teachers should guide students step by step, how many small trees are needed for 20m, and so on, 30m, 40m, 50m and so on. At this time, students will have a good answer and complete the teaching goal.
Guiding students to explore independently and improving classroom teaching effect
In the traditional primary school mathematics classroom, the most important thing is that teachers do too much, ignoring the process of students' independent exploration, which affects the cultivation of students' independent exploration and innovation spirit and ability. After the new curriculum reform was fully launched, group cooperation activities came into being and were in full swing. It seems that without group cooperation, every class and every teaching link is inefficient, unlike curriculum reform. In fact, the author thinks that these two teaching methods have the same disadvantage, that is, the time and space for students to think independently are too narrow, which also affects the improvement of students' ability and the effect of classroom teaching.
We should face up to the reality, start with the specific knowledge of mathematics textbooks, start with students' psychological characteristics and specific learning situation, and take various practical and effective measures to guide students to explore independently, so as to effectively improve the classroom teaching effect. For example, when teaching the area formula of parallelogram, the author tells students that rectangle is a special parallelogram, and we can deduce the calculation formula of parallelogram through the area calculation formula of rectangle. Please try it, so the students began to do it themselves, drawing and painting, and even some students cut paper. With their own hands-on operation and independent thinking, more than half of the students can correctly deduce the calculation formula of parallelogram. This strategy not only saves the deduction process of teachers' teaching, but also stimulates students' desire to explore in mathematics learning, stimulates the charm and beauty of mathematics knowledge itself, conforms to the concept of new curriculum reform, and opens a brand-new window for cultivating students' innovative ability and comprehensive quality.
3 Mathematics teaching methods
Do a good job in peacetime teaching and cultivate students' good study habits
How to improve the teaching quality of sixth grade mathematics? Doing a good job in daily teaching and cultivating students' good study habits are the basis for improving the quality of classroom teaching. In their own classroom teaching, teachers should have clear requirements for students' classroom learning, such as preparing lessons before class, preparing school supplies before class, and completing homework. , and have more specific arrangements. Preview before class, review after class, and do homework. You should learn to draw inferences from others and make some summaries by yourself. These usual study habits should be strengthened. And in class, students should be guided to study actively, communicate with their deskmates or classmates, and conduct research-based learning. After mastering these learning methods, we should stick to them for a long time and develop excellent learning quality and study habits.
Improve teaching and improve the quality of classroom teaching.
On the premise of daily teaching, teachers should also optimize and improve routine teaching and strengthen the effectiveness of teaching. Mathematics teachers should not only let students master the basic knowledge, but also train students purposefully how to solve mathematical methods and thinking processes. For example, teachers can use different ideas and methods to solve the same math problem, and then let students choose the best solution from these different solutions and compare them with other methods. After such training, students' thinking can be expanded and their flexible thinking ability can be cultivated, so that students can experience the happiness brought by mathematics in the process of solving mathematical problems, cultivate their strong interest in learning mathematics, and at the same time improve the teaching quality invisibly.
Understand the situation of each student and pay attention to the counseling of students with learning difficulties.
As a primary school math teacher, we must know about each student's math learning and be aware of it. In classroom teaching, try to make the knowledge points easy to understand from the perspective of middle and lower students, so that students at different levels can accept and understand them more easily. Therefore, it is very important to know the learning situation of each student, which can make teachers think comprehensively when preparing lessons, thus contributing to the improvement of teaching quality. As for tutoring students with learning difficulties, it is a part of teachers' teaching content. It is far from enough for students with learning difficulties to rely solely on teachers to listen to lectures and practice in class, and they should give priority to extracurricular tutoring. Moreover, before tutoring them, we should do their ideological work well and persuade students to take the initiative to participate in tutoring through patient communication. Only in this way, the remedial effect will be more significant and students will learn faster and better.
4 Mathematics teaching methods
Pay attention to the change of teaching strategies.
Under the new curriculum reform, teachers become dominant, not dominant. Although the teacher still has to control the whole teaching process, he is no longer the ruler of classroom teaching. In effective teaching, teachers, like students, become interlocutors. The difference is that teachers artistically arrange "topics" and control the teaching process, which theoretically deprives students of the right to rule. This is beneficial to teaching. The technical difficulty of participating in interactive teaching far exceeds that of traditional injection teaching, and the role of teachers is more important. The requirements for teachers are higher. It does not give teachers legal dignity, but it does not exclude the love and respect that teachers naturally win because they are lovely and respectable. Effective teaching should follow new teaching principles, advocate new teaching ideas and generate individuality through interaction. They are not passive receivers and listeners, but completely equal interlocutors with teachers. Effective teaching is the product of the information age. Democracy, equality, communication, cooperation, interaction, communication, creation and generation are people-oriented, and the reform of teaching thinking is of epoch-making significance.
In teaching, most teachers like to make students memorize formulas and make them rigid when doing problems. It is difficult for students to use the formula and ignore the reasoning process of the formula, so that students can't understand its meaning. For example, the derivation of the summation formula of arithmetic progression and equal ratio series includes two series summation methods: reverse addition and dislocation subtraction. If the teacher does not fully expose the thinking process and explore its internal laws, let the students do the questions and try to "realize" some truth by asking the students to do a lot of questions. As a result, most students can't "know" the methods and laws, have a superficial understanding and weak memory, and can only imitate mechanically. There are also some teachers who train students by telling an example hastily and by a large number of topics, and students can only imitate and copy mechanically; Draw a gourd ladle, low level of thinking, complicate simple problems.
Accurately grasp the teaching materials and connect them with real life.
In the process of primary school mathematics classroom teaching, teachers must understand and develop mathematics, constantly link mathematics with students' real life in the teaching process, and at the same time consciously dig deep into the teaching materials and give full play to the intellectual factors in the teaching materials, so that all students' learning ability can be greatly developed on the original basis. Therefore, teachers should use teaching materials creatively, and can't raise or lower the teaching requirements of mathematics at will.
Through the process of reappearing this vivid image in front of students, students can deeply understand that the area of parallelogram is completely equal to the sum of the areas of two triangles in an easy-to-understand way. Then the teacher asked the students: "What laws did the students find in this process? Let's pay attention to the relationship between the high base of parallelogram and the high base of two triangles. " Finally, the calculation formula of parallelogram area is deduced layer by layer. In this class, the animation demonstration before class makes the important and difficult points of this class easy to understand, promotes students' enthusiasm for learning, improves the teaching efficiency of mathematics classroom more comprehensively, and greatly cultivates students' spatial thinking ability.