How to be a good primary school math teacher? 1. Make preparations before teaching.
1. Instructional design
Instructional design is a special design activity for teaching system and solving teaching problems. It is a systematic process to use modern learning, teaching psychology, communication, teaching media theory and other related theories and technologies to analyze the problems and needs in teaching, design solutions, try out solutions, evaluate the trial results and improve the design on the basis of evaluation. Teaching design is not only a science, but also an art. As a science, it must follow certain educational and teaching laws. As an art, it needs to integrate many personal experiences of designers, re-create according to the characteristics of teaching materials and students, and flexibly and skillfully use the methods and strategies of teaching design. Then, how to design primary school mathematics teaching, so that it not only has the general nature of design, but also follows the basic laws of teaching, thus fully embodying the educational wisdom of teaching designers?
2. Analysis and treatment of teaching materials
In practical teaching, teachers should treat mathematics textbooks rationally with dialectical eyes and study their profound connotation thoroughly and comprehensively. At the same time, according to students' physical and mental development and their own teaching experience, we should deal with mathematics textbooks flexibly and creatively. Only in this way can we fully tap the function of mathematics teaching materials and make mathematics classroom really serve the development of students. It is necessary to adjust teaching materials-promote the construction and reform of teaching materials-promote the unification and supplement of teaching materials-promote the enrichment and reorganization of teaching materials-and promote harmony. Only in this way can we fully tap the function of mathematics teaching materials and make mathematics classroom really serve the development of students.
3. Teaching plan writing
Teaching is an art. Whether preparing lessons individually or collectively, we should think carefully, carefully design the teaching process and make good preparations, so as to better improve the teaching efficiency of 40 minutes in class. So how to prepare for math class? I think? Prepare students, textbooks and teaching procedures? . The process of students learning new knowledge is a step-by-step process from known to unknown, from easy to difficult, from shallow to deep, from concrete to abstract, from perceptual knowledge to rational knowledge. When preparing lessons, we should carefully design teaching links according to this law, and flexibly arrange the order and primary and secondary positions of each link according to the teaching content and students' foundation.
Second, master classroom teaching skills
1. New lesson introduction skills
Everything is difficult at the beginning, and a good beginning is half the battle, so is classroom teaching. Although the introduction of classroom teaching only takes a few minutes or a few words, it is an important link and stage in the teaching process, just like music. Introduction? , dramatic? A prelude? Responsible for brewing emotions, focusing students' attention, infiltrating the theme and bringing it into the situation. Well-designed lead-in can attract students' attention, start students' thinking, arouse students' strong interest, form learning motivation, encourage and pave the way for learning new knowledge and build a bridge between old and new knowledge.
Teach skills
A math teacher, if he can skillfully combine the characteristics of language art and mathematics, will certainly create wonderful moments for classroom teaching and inject life. In order to achieve this goal, in the process of primary school mathematics teaching, teachers should strive to improve their language artistic accomplishment, carefully design mathematics teaching language and improve teaching evaluation language, so that their language can quickly attract students' attention, thus improving classroom efficiency.
3. Classroom questioning skills
Questioning in class is a common teaching method in primary school mathematics classroom and one of the main ways for teachers to output information to students. Being good at grasping the characteristics of teaching materials, bringing forth the old and bringing forth the new, and asking vivid, tortuous and enlightening questions from different aspects or angles are helpful to stimulate students' curiosity, cultivate students' enthusiasm and initiative in thinking, and make students' thinking process actively and happily acquired.
4. Blackboard writing skills
Blackboard writing is an organic part and one of the important means of classroom teaching, and it is a behavior way for teachers to convey teaching information by using the blackboard with concise words, symbols and images. It inspires students' thinking with clear visual symbols and provides a framework for memory. Blackboard writing design is very important for completing teaching tasks, improving classroom efficiency and teaching quality, and it is an essential basic skill for teachers.
5. Classroom body language skills
In primary school mathematics classroom teaching, teachers' gestures, eyes and other gestures should cooperate with each other and be used freely. We should overcome the habitual action of transmitting non-teaching information, pay attention to the design and operation of body language in preparing lessons, make the whole action coherent, and make our teaching form have the beauty of dynamic harmony. First of all, it is required that the comprehensive use of body language must achieve harmony and unity, and only close cooperation can complement each other. Secondly, the teacher's body language should be consistent with oral English. In the actual classroom, if the same speech is accompanied by different body language, it will produce very different semantic effects.
For primary school math teachers, there must be certain standards for using expressions and postures; The use of teaching body language should be moderate, and the degree or standard here should be determined according to the teaching purpose, occasion and specific teaching content. Pay attention to the communication and feedback of body language. In primary school mathematics teaching, students do not passively accept knowledge, but their psychology and emotions will be expressed through body language, especially in mathematics activity teaching, which will be more active and rich. Such as bowing your head and smiling, are all related to specific psychological activities. Observing and analyzing these body languages can help us understand the psychological changes of students, adjust our teaching activities and improve the effect of classroom teaching.
Third, the flexible use of teaching evaluation methods
In primary school mathematics classroom teaching, teachers should give priority to the overall evaluation of children, and encourage formative evaluation and active participation in developmental evaluation. Teachers' evaluation of children's correctness can help children build up their self-confidence in study and life. Therefore, the evaluation methods in primary school mathematics classroom teaching should be targeted and enlightening, and should become the driving force for children's healthy growth. This is also the necessity of mutual respect, care and trust between teachers and students.
What is the traditional classroom teaching evaluation? Exam-oriented education, a product with a single value orientation, has great limitations. The purpose of evaluation is mainly for screening and selection, not for promoting the development of students. Such an evaluation can no longer meet the needs of quality education, and it is even more contrary to the evaluation concept of the new curriculum reform. In teaching, the re-exploration of teachers' evaluation methods can protect children's self-confidence and promote their active participation in learning.
In short, with the advent of the information society, the application of mathematics is deepening and expanding. Scientists expect the knowledge and technology of mathematics to become the necessary general technology in the daily life and work of social citizens. The quality of primary school mathematics teachers is related to the success or failure of primary school mathematics education and the development of students in mathematics. Therefore, as primary school mathematics teachers under the new curriculum reform, we should always strive to improve our own quality to meet the needs of social and educational development.