Classroom teaching methods of mathematics in grade two
Design practical activities that meet the age characteristics of primary school students
The second-year students don't know much about mathematics, and their contact with society is relatively narrow. Therefore, according to the actual situation of students, in the teaching of "direction and position", I ask students to judge the direction of the school first, then the direction of the classroom, and finally their own position and direction, so that they can know again and again and deepen their understanding of some knowledge. Let them practice more and their practical ability will be improved.
Thinking comes from doubt. In the mathematics of the second grade of primary school, the general teacher only sees that letting students solve problems is a kind of training for students. Actually, the response is still passive. It is a more demanding training for students to ask questions and explore problems by themselves. Teachers should try to make students doubt again on the basis of doubt, and then encourage and guide them to question and resolve doubts. So as to improve students' ability to find, analyze and solve problems. In actual teaching, we often naturally ask students, "Are there any questions?" Students often answer with cooperation: "No problem." If it is always "no problem", then this phenomenon is extremely abnormal, and I am afraid it is really "problematic".
Classroom teaching methods of mathematics in grade two
Writing textbooks should be "easy to understand, thorough and comprehensive"
This is known to most teachers, but whether it can really be "in-depth" is something that every teacher needs to reflect on. The author believes that the learning of teaching materials should achieve the purpose of "understanding, infiltration and transformation". "Understanding" means understanding textbooks. Only by understanding the textbook can we distinguish which questions are basic and ask questions with "what" and "how". We can use "what do you think" to ask which questions are expansionary;
Which questions are inquiry questions, it is necessary for students to discuss and explore. "Penetration" means mastering the systematicness, key points and difficulties of teaching materials, so as to achieve mastery and mastery. "Culture" means that you can experience and feel students' learning not only from the perspective of teachers, but also from the perspective of students. Only by doing this can teachers skillfully ask questions, guide students to think and improve teaching quality to a greater extent.
Classroom method one
Cultivate students' thinking ability
When learning mathematics, we must do a certain number of problems and practice the basic skills thoroughly. However, we don't advocate the tactic of "questioning the sea", but advocate refinement, that is, doing some typical problems repeatedly, solving a problem many times and making a problem varied. To train the ability of abstract thinking, the proof of these basic theorems, the derivation of basic formulas and some basic exercises need not be written, just like a chess player's "blind chess", and the correct answer can be obtained by meditation with his brain.
This is what we often say, 20 minutes to complete 10 objective questions. Some questions can be answered at a glance without writing. The so-called "well-trained, practice makes perfect". People with solid basic skills have many ways to meet problems and are not easily stumped. On the contrary, when doing exercises, you are always looking for difficult problems to do. In this way, when you go to the examination room, you may not encounter similar questions you have done before; Many candidates mistake the questions they can do for carelessness. Indeed, people will be careless, but people with solid basic skills will find out immediately when they make mistakes, and rarely make mistakes.
Practice enriches situations and activates students' thinking.
Classroom training is a necessary part of classroom teaching, and it is also an important part of the teaching mode of "learning before handing in, training in class". Through practice, students can consolidate their knowledge, and teachers can remedy their learning situation and improve classroom efficiency. Therefore, classroom teaching should pay attention to the selection and design of exercises, thus activating students' thinking. In the addition and subtraction of decimals, boring mechanical exercises can be changed. When doing the questions, let the students make up their own questions and compare who designed the questions.
Students who do the questions have two choices: first, choose to show themselves on the booth. Second, be a little teacher to test the students and see who will fall into the trap he carefully designed. Practice becomes vivid, students' interest is mobilized, thinking is activated, and students actively participate in practice, thus digesting knowledge, forming skills and improving students' learning ability.
Classroom method 2
We should cultivate students' good self-study ability.
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. (1) In teaching, teachers can cultivate and develop students' thinking ability on the basis of their existing knowledge. For example, teachers can let students preview before class, let students preview with questions, and take these questions to class.
(2) In the classroom, teachers should strengthen the analysis and scrutiny of book examples. Although the number of examples told by the teacher in class is small, they are all representative. Let students analyze and dissect the key points of each example, and think about the angle from which such examples can be asked, what existing knowledge they have used, and what methods can be used to solve such problems. (3) Teachers should constantly incorporate the methods of learning mathematics into students' cognitive structure.
Classroom teaching methods of mathematics in grade two
Give full play to students' potential ability.
Students are developing people, and the ability to learn new knowledge is the potential ability of students. Therefore, among all students with normal intelligence, students without potential do not exist. (1) Expand students' psychological space, stimulate students' learning drive, give play to students' potential ability, encourage students to think positively and give play to their autonomous learning ability.
(2) Teachers should make good use of children's curious and studious nature, and try their best to let students learn to put forward valuable problems in the learning process. (3) Teachers should consciously change roles with students, put forward key questions, and at the same time give full play to the spirit of group cooperation, so that students can speak freely and answer as much as possible.
Classroom method 3
Students should be highlighted in the process of asking questions.
Thinking comes from doubt. The average teacher only sees that letting students solve problems is a kind of training for students. Actually, the response is still passive. It is a more demanding training for students to ask questions and explore problems by themselves. Teachers should try to make students doubt again on the basis of doubt, and then encourage and guide them to question and resolve doubts. So as to improve students' ability to find, analyze and solve problems.
In actual teaching, we often naturally ask students, "Are there any questions?" Students often answer with cooperation: "No problem." If it is always "no problem", then this phenomenon is extremely abnormal, and I am afraid it is really "problematic". The understanding of any math problem can never be kept at the same level, and there must be high and low levels and difficult points. In other words, there should be "problems". The problem of "no problem" embodies a teacher's educational philosophy. It seems that only a smooth class is a good class. This kind of "smoothness" in class will only cultivate people who are angry with books, which is not conducive to the development of students' creative thinking; This "smoothness" in the classroom will also make students lack a spirit, a spirit of seeking truth from facts and being brave in asking questions.
Be kind to students' questions and answers.
No matter what kind of questions students ask, no matter whether their questions are valuable or not, as long as they are students' real thoughts, teachers should first fully affirm their children's courage to ask questions, and then take effective measures to solve the problems themselves or ask other students to answer them. For innovative questions or original opinions, we should praise him not only for daring to ask questions, but also for being good at asking questions and praising the value of asking questions, so as to guide everyone to learn how to think deeply about problems. Only in this way can students feel greater gains from asking questions, feel safe about asking questions, love asking questions more and more, and ask questions more and more.
For students' answers, we should be careful to use habitual evaluations such as "very good", "very good" and "no, no". This evaluation puts too much emphasis on right and wrong. Over time, students' attention will focus on what the teacher wants. We can use a more neutral, acceptable or exploratory assessment as appropriate. For example, "Oh, that's a reasonable idea. Any other ideas? " "That's a good idea. What else can we add? " "Good idea, but how do we know ..." Encourage students to meet their needs and continue their studies.
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