The types of mathematics classes in primary schools are different, so optimizing the design of classroom exercises means adopting different forms and methods for different classes.
1, exercise design for new teaching. New teaching is mainly to teach students new knowledge, which is the most commonly used and complicated category in primary school mathematics teaching. Under normal circumstances, some "bedding exercises" should be arranged before new lectures. There are roughly two kinds of "matting questions": one is a question composed entirely of old knowledge related to new knowledge, which paves the way for introducing and learning new knowledge through purposeful and organized review, thus preparing for the transfer of new knowledge; The other is to transform the new knowledge to be learned into the old knowledge that students have already learned, which appears in layers, requiring students to analyze and answer step by step, and consciously disperse the teaching difficulties to prepare students for learning new knowledge smoothly.
After explaining the new knowledge, we should arrange consolidation exercises, that is, through asking questions and writing on the blackboard, we can know the understanding degree of all kinds of students in time. The purpose is to let students deepen their understanding, eliminate problems and try to digest new knowledge in class.
2. Practical design of practical courses. The practice class focuses on practice. Teachers should design exercises in various ways according to students' mastery of basic knowledge and different knowledge points. The purpose is to enable students to further consolidate basic knowledge and form skilled skills. Common forms of exercise are: consolidation exercise, variant exercise and comprehensive exercise.
3. Several forms of classroom practice design. Exercise design is the same type and structure exercises designed by teachers closely around a specific teaching content. Its common forms are: basic questions (similar to examples)-variant questions (slightly changed proportion questions)-comprehensive questions (appropriate combination of old and new knowledge)-thinking questions (only for students who have the spare capacity to study). It embodies the process of students "understanding, consolidating, deepening and developing" new knowledge.
(1), analysis problem. This is an exercise designed for confusing and error-prone content in teaching. Its purpose is to deepen the differences and understanding of relevant knowledge through discrimination. For example, after teaching the knowledge of ratio, students can be guided to distinguish the list of relationships among ratio, fraction and division.
(2) Contrast questions. Contrastive questions are also designed for confusing and error-prone contents in teaching, but they are different from analytical questions; Analysis questions focus on subtle differences in knowledge content, which can be two, three or more; Contrastive questions focus on obviously different knowledge contents, which are generally limited to two types. Through comparison, students can correctly understand and use the quantitative relationship between fractions multiplied by integers.
(3), operation questions. This is an exercise aimed at cultivating students' practical ability. "Mathematics Curriculum Standards" points out: "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics ... Mathematics learning activities should be a vivid, lively and personalized process." Under the guidance of this concept, hands-on operation is an important way and means for students to learn mathematics, and diversified "operational" exercises must be designed to improve students' learning ability. This kind of exercise needs not only a certain theoretical basis, but also some practical skills, and it is a comprehensive topic. Generally suitable for senior primary school students, the purpose is to let students understand and consolidate knowledge, develop various abilities and cultivate their interest in hands-on operation. Such as: objects (weight, scale, clock, etc. ), measurement, origami, disassembly, experiment, etc.
Second, the content of classroom exercises should be based on real life materials.
The content of exercise design should be close to students' real life and easy for students to understand. (Outline) points out: "The content of exercises should be closely related to the teaching requirements, with clear purpose and pertinence. The number of exercises should be appropriate to meet the needs of students at different levels, and the design of exercises should be gradient, hierarchical, moderately difficult and suitable for children's characteristics. There must be some basic exercises and slightly changed exercises, as well as some comprehensive and thoughtful exercises. " Therefore, in teaching, we should start from students' life experience and existing knowledge, and provide students with opportunities for practical activities, so that they can truly understand and master mathematics knowledge and feel the close relationship between mathematics and life. For example, in the second grade of primary school mathematics, I designed such a life situation exercise: "Going to the supermarket". Divide the class into several groups and act as customers and salespeople, respectively, to see which salespeople can collect and exchange money correctly and quickly, and which customers will plan to spend money and buy what they need most. (Prepare all kinds of goods and prices in advance) The content of this lesson is to understand the price of goods on the basis of being familiar with the face value of RMB, which is closely related to the life of students and originated from life. Therefore, create such a situation, so that students can consciously apply their existing knowledge to life practice. Moreover, it can consolidate the understanding of RMB and understand the unit conversion of RMB. And kill two birds with one stone.
Third, the design of classroom exercises should follow the following principles:
1, the principle of pertinence: the so-called pertinence means that the design exercises should focus on the teaching objectives, be purposeful, focused and targeted, and strive to obtain the best practice effect with less time and concise exercises. "Don't do blind, incoherent and massive mechanical exercises" (in zankov's words), which requires that the practice design should be targeted and avoid blindness. (1) Design exercises according to the teaching objectives. Starting from the teaching objectives and tasks, generally analyze what mathematics knowledge students should master, what abilities they should cultivate, and what level they should reach, and then organize the compilation of topics. (2) Design around the teaching focus. For example, the first teaching of "parallelogram area" is mainly to let students understand the derivation process of parallelogram area formula, so that students can understand that its area depends on the bottom and the corresponding height, and the exercises should be designed around this key point. ③ Design according to the actual situation of students' knowledge. On the one hand, students' mastery of knowledge depends on the guidance and explanation of teachers, on the other hand, it also depends on the difficulty of knowledge itself. Therefore, practice design should consider these factors: which concepts are difficult to establish, which knowledge is easy to be confused, and where it is easy to make mistakes. So that we can have a good idea when designing exercises and take precautions.
2. Hierarchical principle: According to the content of primary school mathematics textbooks and the learning psychology and process of primary school students, multi-level exercises are designed for a certain knowledge point that students should master, so that students can understand and apply knowledge from different angles in different levels of exercises, and students can transform the knowledge structure in the textbooks into students' cognitive structure through hierarchical exercises, thus promoting students' intellectual development. ① Exercise design at all levels should be organized according to the teaching content and teaching objectives. For example, the consolidation exercise of "finding the reciprocal of a number" can be divided into three levels: the first level allows students to learn how to find the reciprocal of a number according to the meaning of reciprocal in their own practice; In the second level, the problem of finding the reciprocal of fractions and decimals is put together with the problem of finding the reciprocal of fractions, pseudo-fractions and integers, with the aim of making students master the method of finding the reciprocal of fractions and decimals through practice and comparing it with the method described in textbooks, so as to further cultivate students' ability; In the third level, the students report the data themselves, and then let other students do oral calculations to find the reciprocal of this number. In this way, students find it interesting and the classroom atmosphere is active. (2) Carefully design the slope of each level of practice to make it spiral from easy to difficult, so that students' learning mood is always in a good state. (3) We should constantly change the practice form of each level in order to better activate the classroom atmosphere, cultivate students' interest in learning and improve the learning effect.
3. Interest principle: "Interest is the best teacher". Interest can play a directional, continuous and internal driving and strengthening role in students' learning, improve the interest in practice, make practice interesting, make practice interesting, not only reduce students' psychological burden, but also change "passive learning" into "active learning", effectively improve the quality and effect of practice and truly achieve the purpose of practice. ① Pay attention to the design of exercises and increase the novelty of exercises. In other words, the exercise design should be new not only in content, but also in the type or form of exercise. ② Pay attention to the diversification of practical forms. In order to consolidate knowledge and form a certain skill, students often have to practice the same requirement over and over again, which will make students feel bored. Therefore, when designing exercises, we should design various forms of exercises for the same knowledge or skills, including filling in the blanks, selecting, judging and matching. Structurally speaking, there are supplementary conditions, supplementary questions and selection conditions. Formally, there are listening, writing, watching and playing games. When designing exercises, you can choose the appropriate form according to the specific content. ③ Pay attention to the requirements of exercises and design exercises with moderate difficulty, which should be acceptable to most students; Meet the basic requirements of teaching, and do not raise the practice standard at will.