Operation skills of three categories of primary school mathematics: review class, practice class and comment class.
The main task of the review class is to review and consolidate the knowledge learned, so that students can deepen their understanding of the existing knowledge and systematize and organize the knowledge. According to the teaching progress, it can be divided into unit review, mid-term review and final review.
Teaching requirements of review class:
The purpose of review class is to make students have a deeper understanding, a firm grasp and a flexible application of knowledge through systematization, integration and systematization of knowledge. Review class should be conducive to the construction of knowledge structure, suggesting the inherent, essential and inevitable connection between knowledge. Deepen the understanding of knowledge from both vertical and horizontal aspects, make up for the defects in learning, reduce the burden of memory, prevent forgetting, and promote the formation and perfection of students' cognitive structure.
Pay attention to the reasonable choice of review time in review class, according to Ebbinghaus? Forgetting curve? Organize regular review; Review in a purposeful and planned way; In the stage review or semester review, we should prompt the vertical and horizontal connection of knowledge, weave the knowledge network reasonably and form a close knowledge system; The examination methods should be diversified to prevent the mutual interference of examination materials and conduct necessary over-examination; Attention should be paid to giving full play to students' initiative, prompting them to think independently and gradually improving their ability to organize knowledge.
The general structure of the review class:
(1) Announce the contents and requirements of the review.
(2) Review the tips. Give a brief reminder of what to review, help students review and summarize what they have learned, establish vertical and horizontal links between knowledge, and deepen their understanding of knowledge, especially key content. You can put forward a review outline for students to discuss, or you can arrange examples to explain, focusing on guiding students how to comprehensively use what they have learned to solve problems.
(3) Review homework. This is the main part of the review class. According to the content and requirements of review, teachers arrange review groups with clear objectives, so that students can connect their knowledge in series through review assignments, making it systematic, organized and networked, which is convenient for storage, extraction and application. In the process of reviewing, you can arrange basic exercises to consolidate and understand what you have learned.
(4) Review and explain. According to students' feedback in reviewing homework, the key to systematic explanation is to systematize and organize knowledge, build a knowledge structure, and make a key analysis according to students' problems in reviewing homework.
(5) class summary. Let the students make a summary first, and make clear what problems they have gained in the review class. On this basis, the teacher will make a brief summary. If necessary, some homework can be appropriately arranged in a targeted manner to achieve the purpose of continuing to review and consolidate.
The structure of the review class is flexible and should be arranged according to the teaching needs. If the review homework is divided into several levels, the third, fourth and fifth paragraphs in the review class structure can be repeated several times in the form of exercises and explanations.
Teaching requirements and overall structure of lecture and evaluation course
Attending lectures and evaluating classes is a class whose main task is to summarize students' learning achievements, correct mistakes in homework or exams, encourage advanced students, help backward students, and remove obstacles for follow-up study.
Teaching requirements for lectures and evaluations:
Opinions should be expressed on the basis of fully grasping information. Before marking, carefully analyze students' homework or test papers to find out the common problems with * * * *. In the process of evaluation, we should pay attention to give full play to the main role of students, so that students can improve their understanding and stimulate their enthusiasm in the evaluation. After the evaluation, some homework closely related to the evaluation content should be arranged for students to practice and improve their understanding of the evaluation content.
General structure of lectures and evaluations:
1, briefing. The teacher explained the completion of homework or the results of the exam. Show the analysis table of homework or test paper. This paper introduces the average score, variance, reliability, validity, difficulty and discrimination of homework or test, and points out which knowledge points are better learned and which knowledge points still have problems according to the teaching objectives. Give praise to students who have achieved good test results or made progress in their studies, and give encouragement to students who have difficulties in learning.
2. Introduce the theme and put forward the goal. According to the main problems reflected in the homework or test, determine the evaluation theme and teaching objectives.
3. comment. Introduce the original solution and comment on the typical error classification.
4. targeted exercises. Conduct targeted exercises according to the main problems.
5. summary.
Teaching requirements and basic structure of practical courses
Practice course is the supplement and continuation of new teaching, and its main task is to consolidate basic knowledge of mathematics and form skilled skills. Generally, it is carried out after teaching a new knowledge (after-class exercises) or after a unit (comprehensive exercises).
Teaching requirements of practical courses:
The key to practical teaching is the design and selection of exercise questions. Pay attention to the purpose, typicality, pertinence, hierarchy, diversity and interest of exercise; We should pay attention to the use of problem group exercises, strengthen the coordination of various exercises, and improve the overall efficiency of exercises; The arrangement of exercises should be from easy to difficult, step by step; Feedback and evaluate the results of exercises in time, guide students to make clear the differences in comparison, deepen their understanding in analysis, grasp the connection in generalization and be encouraged in evaluation. The number of exercises should be appropriate, not only to ensure the consolidation of knowledge and the formation of skills, but also to prevent students from being overburdened.
The general structure of the exercise class:
(1) Check and review. Mainly to recall the basic knowledge that has been learned, especially the basic knowledge needed for the content of this lesson. At the same time, some basic skills training (including oral arithmetic training and basic application training, etc.) are also carried out. ).
(2) Reveal the topic. Determine the content and requirements of the exercise.
(3) Practical guidance. Practice class should prevent mechanical repetition, and practice with guidance, so that students can improve in practice. Teachers' practical guidance can briefly analyze the rules and laws to be applied in practice, and ask students to pay attention to the places that are easy to make mistakes. Sometimes it's natural to organize blackboard writing exercises first, and then give practice guidance by commenting on right and wrong questions.
(4) Classroom exercises. This is the main part of practice class, so students should have enough time to practice, practice should be divided into levels, pay attention to the practice of applying problem groups, strengthen the connection and cooperation between practice questions, and improve the overall benefit of practice.
(5) Practice commenting. Comment on common problems found in practice, so that students can further understand what they have learned and solve classroom problems. Through the evaluation after practice, the students' understanding level is improved.
(6) class summary. Let the students sum up by themselves: what they have improved and what problems have been clarified through the practice class, sum up the law of solving problems and the problems in practice, and further practice.
In practice class, because students' mastery of knowledge is uneven, the speed of doing problems is too different. Students of different levels have different needs for the difficulty of exercises. Therefore, in the last practical lesson, we should grasp several combinations:
First, the combination of group feedback and collective reporting. By reporting to the teacher, we can know which students will meet, which will not, and where the problem lies, providing typical cases for the later intensive teaching.
Second, the combination of intensive reading and more practice. Although there are few topics in the intensive reading class, if we grasp typical examples and let students practice like this, we will achieve the goal of drawing inferences from others.
Third, the combination of eugenic guidance and counseling for students with learning difficulties. There must be guidance for students with learning difficulties. Fully mobilizing the enthusiasm of top students and letting them help students with learning difficulties will make you free up more time to pay attention to guiding children's learning methods and find resources that can be generated in classroom teaching. At the same time, it will let the children who learn first verify whether they can speak what they have learned. In fact, this puts higher demands on students. At the same time, teachers should do a careful inspection and give timely help to any group that has problems in guidance.
To sum up, it is not easy to put good methods into classroom practice. This requires us to constantly reflect and improve our classroom practice. And summarize and reflect in the classroom teaching.
Teaching skills of primary school mathematics
First, the present situation and reflection of mathematics teaching in primary schools
Due to the unique age and personality characteristics of primary school students, they are often full of interest in some novel things, and many students have strong curiosity and self-esteem. Therefore, teachers need to improve students' inquiry ability according to their development characteristics in teaching. However, there are still some imperfections in some math classes, which deserve our further reflection.
(A) excessive situational teaching, divorced from the teaching purpose
Some teachers like to use situational introduction when introducing, which leads to children's inattention. For example, in the introduction part, the teacher suddenly thought of using cartoons? Are you happy? As an introduction, this will make students full of curiosity and carry out their own imagination, but ignore that this is a math class. Some teachers use spring outing to introduce topics in the teaching of addition and subtraction, but in this process, they talk too much about scenery, which leads them to indulge in beautiful scenery, thus forgetting that the main purpose of changing classes is to learn mathematics.
(B) Adult perspective is not interesting
When teachers design teaching situations, if they only design from the perspective of adults and ignore the age and personality characteristics of students, they will make the designed situations too simple and boring and lack of innovation. For example, do you ask questions when the teacher teaches the part of "multiplication formula of seven"? How many days a week? To introduce teaching, students are not interested at all, and reciting formulas is not effective.
(3) Lack of teaching process? Mathematical flavor?
In teaching, teachers use a variety of situations to introduce into the classroom, but they do not bring the introduction back to the teaching of mathematics knowledge on time, which leads to the weakening of students' unique interest in mathematics and reduces their interest in learning. For example, in statistics teaching, some teachers adopt the method of group teaching, which allows students to discuss freely, but it is limited to the comparison and discussion of the weights among group members, and there is no relevant knowledge about effective learning mathematics.
Second, the meaning and significance of autonomous learning
In class, children are willing to take the initiative to learn, explore problems, give play to their own advantages and improve learning efficiency. They can make use of various channels to carry out independent and selective inquiry and make innovative understanding of relevant contents, thus cultivating their independent inquiry ability. The main functions of students' independent inquiry are:
(A) improve the quality of mathematical knowledge absorption
Autonomous cooperative learning is the main channel for children to learn and explore. On the premise that learning is full of fun, children can actively study and think about problems, turn what they have learned into study habits and improve learning efficiency.
(B) is the premise of future study.
Primary school is an important stage of mathematics learning, which is very important for children's progress. Therefore, it is necessary to strengthen students' behavior habits of independent and active inquiry, and use students' independent learning interest and active inquiry ability to guide them to learn learning methods and conduct efficient learning.
(C) enhance the ability of independent inquiry
Children are generally curious about things and have a certain ability of self-discovery. Therefore, at this stage, the more they vigorously explore their own level of self-development, the higher their level of self-exploration, and the behavior habits of self-exploration will more effectively promote their ability to form knowledge transfer.
Third, independent inquiry strategy
Autonomous classroom can make children become important participants, discover the fun of learning by independent exploration, learn the knowledge of swimming, and carry out various independent exploration activities, so as to constantly master mathematical concepts and effective methods of learning mathematics.
(A) the introduction of science to stimulate enthusiasm for learning
Scientific and reasonable situation introduction is an important way to effectively carry out mathematics teaching. It is necessary to create a harmonious and active situation in teaching and promote children's learning enthusiasm in the form of entertaining;
1. Using life experience to promote mathematics learning. For children, the achievement of life is very meaningful, and these life experiences are inseparable from classroom learning. Teachers can let children feel the application of mathematics in life in class. In mathematics teaching, the closer the situation is to life, the easier it is to stimulate their life feelings and improve learning efficiency.
For example, on the right? Understanding of RMB? When some professors are teaching, the teacher wants them to carry out group activities, design the situation of buying things in RMB, put different price labels on all kinds of things, and then let them buy things in RMB of various denominations, so that they can feel the changes of numbers in the process of buying things.
2. Take the game as the teaching situation to stimulate students' awareness of independent participation. A teaching process that students like and actively participate in is games, so some games can be introduced into mathematics classroom to stimulate students' interest in inquiry and make education entertaining and effective.
For example, when teaching the addition part in 10 minutes, the teacher can not only ask them to add up the numbers, but also adopt appropriate game methods, such as the postman delivering letters, which can greatly improve their learning enthusiasm. Before class, teachers should prepare mailboxes with different numbers and fresh air related to various topics, select several students to play the role of messengers, and pair envelopes with mailboxes, so that they can master relevant addition knowledge in the active and interesting learning process and be practical.
3. Introduce stories to guide students to learn independently. Students like stories very much, so telling stories properly to increase their interest in teaching can promote students' creative imagination and independent and active learning.
For example, in the professor? Numbers within ten? This part can introduce some stories appropriately to help students master mathematics knowledge. For example, in the kingdom of numbers from zero to nine, nine feels that he is the biggest, so he is very proud and says to other numbers. You are all little people, not as big as me, so you must listen to me. ? In order not to let him continue to be arrogant, other figures decided to make one and zero form a new two-digit number. After seeing it, Jiu bowed his head and realized his mistake, so he stopped being arrogant and became good partners with other characters.
When listening to the teacher's story, they also imagined to a certain extent, understood the role of the cardinal number and ordinal number of numbers within ten, and launched an independent and active inquiry. Use numerical problems to promote their active learning. Reasonable questioning can arouse their interest and make them actively explore with doubt and curiosity, which is also an effective way of teaching introduction.
When designing questions, we need to consider their difficulty, design questions according to their development characteristics, step by step, and remember not to create obstacles for them with difficult questions, otherwise it will easily dampen students' initiative and enthusiasm for learning.
(2) Do teachers and students study? Try to participate in the inquiry learning process independently.
There is a saying about teachers' education of students: what they say is easy to forget; The analyzed knowledge can be remembered; The knowledge of independent participation will be truly understood. This means that only by allowing students to participate actively can we internalize new knowledge in constant communication and exploration and form the ability of autonomous learning.
1. Guide students to carry out independent inquiry learning. In progress? Know the clock? When teaching this part, students should learn more about China's clocks, touch and watch the real clocks, find the difference between the long and short hands in this link, and pay attention to the same size between two close numbers. In this link, they also achieved the teaching purpose of this class.
2. According to the students' level, carry out group cooperation and independent inquiry. Group cooperation must be carried out under the guidance and patient guidance of teachers. Teachers should guide them to observe carefully. For example, when teaching rectangles, each group needs to start a group competition, and the group that can find the most rectangles will win the competition.
In the process of students' active participation, teachers need to constantly guide children to carefully observe the similarities and differences between rectangles and squares, and correctly understand the application of rectangles in desks, blackboards and other life by using various methods such as comparison and measurement, so that students can effectively grasp their learning objectives and improve their learning efficiency in this process.
(3) Application of mathematical knowledge? Research on Consolidating the Autonomy of Mathematical Knowledge
In learning, after students acquire the most basic knowledge, teachers need to further deepen and consolidate this knowledge, so that students can constantly consolidate relevant knowledge by reviewing their memories and learn to use it in life.
For example, in? Do it. In this part, teachers need to lead children to check each other and consolidate their knowledge, and they can also use classroom evaluation and other methods to consolidate their knowledge.
This can promote children to actively consolidate and effectively use knowledge and turn more and more knowledge into their own knowledge.
In this link, flexible integration and application are needed. For example, after listening to the teacher's lecture on graphics, children need to have a correct understanding of prototypes, squares and other related graphics, so that they can use various shapes of collage to develop free association and structure, thus improving the level of using mathematical knowledge.