Teaching story of primary school mathematics education 1
Everyone is interpreting the world, love and hate in their own different ways. Struggle, enterprising, depravity, repeated gatherings of poverty, and scenes of joys and sorrows are just the expressions you take to do a good job in life. And I put the big screen on the podium, trying to realize my own? Star dream? . While performing for students, I am also performing my own life. Whether this drama is wonderful or not depends on whether you can realize your own life value and finally complete the beautiful one. Pervert? . In a blink of an eye, I have been a teacher for 23 years. In my 23 years of mathematics teaching career, there are many teaching stories. I have a habit of telling students a short story related to this class before class, which takes about 1-2 minutes.
When I was teaching Review of Rice and Centimeter, I told such a short story: In the kingdom of mathematics, rice and centimetre are good friends, one is fat and tall, and the other is thin and short. But one day they quarreled. Amy said he was very skilled, and CM said he was very skilled, so they asked the judges of the Mathematics Kingdom to judge him. The judge said, please tell me the reason why you are so capable. . Amy said loudly: I have great skills. For example, there are 100m, 200m, 800m, 100m races in running competitions. The Yangtze River Bridge and the Oriental Pearl in Shanghai are all meters high. ? He said not to be outdone? The height of the door, the size of the book and the measurement of precision instruments are all in centimeters, so I am very skilled! ? The judge smiled and said, Don't argue, it takes meters to measure the big picture, centimeters to measure accurately, and different units to measure at different times. You are all important. I hope you can serve mankind better in the future! ? After listening to the story, the students found math interesting. A classmate said in his diary that he should study math seriously and share some funny math stories with you in the future.
In fact, the content of mathematics is rather boring. If teachers do not improve teaching methods, they always teach by instilling teaching methods, which will certainly not attract students' attention, let alone improve the quality of education and teaching. If you want to be a teacher that students like, you must study the textbooks carefully and carefully examine the teaching methods of each class. Only when students like it will they pay attention to listening, instead of forcing them to listen blindly. There is no end to learning. Let's study and study again to improve our teaching art and charm!
Teaching stories of primary school mathematics education II
Einstein believed that education should accept everything provided to students as a precious gift, not as an unbearable task for him. The gift mentioned here is the knowledge that students are willing to accept the demand. Confucius, a great educator in ancient China, said: The knower is not as good as the doer, and the doer is not as good as the musician? And how to make students learn happily in class? Some content is really difficult to learn. If the teacher explains directly to the students, it is not only boring, but also difficult to understand, which will dampen their enthusiasm and make them lose confidence in learning mathematics. If they use background stories properly in class, it will be different. It can not only simplify the complex, but also stimulate the interest in learning, create a harmonious and active classroom atmosphere, and finally solve the problem. Therefore, teachers' rational use of background stories in mathematics teaching can improve teaching efficiency and optimize teaching process. Below, I will briefly explain how to make rational use of background stories in mathematics teaching.
First, new knowledge stimulates interest with stories.
Facts have proved that students who don't want to learn abound, but students who don't like listening to stories rarely meet them. Integrating mathematics knowledge into stories, starting from students' life experience and combining their age characteristics, can not only stimulate their interest in learning, but also arouse their emotions. For example, when the percentage of teaching is discounted, I will introduce it with a story: he just entered the fifth grade this year and really wants to buy a computer and find some learning materials at home. Dad readily agreed, let him go to the computer city to ask the price first, and buy whichever price is reasonable. He came first? Elves? Computer city, the clerk told him: all computers in our store will be 20% off. ? I just walked around the store, and I have a bottom in my heart. He wanted to compare which one was cheaper, so he came to another one. Little bee? Aunt, an enthusiastic assistant in Computer City, said: Our store offers a 20% discount? . Now, I just lost my mind and didn't know which one to buy. He went back and told his father the information, and his father said with a smile: the preferential prices of the two companies are the same, and it is the same to buy the same brand. I was confused just now, class. What do you think is going on? This introduction aroused students' strong interest in knowledge, and the students all stared into the eyes of knowledge and wanted to know the reason.
Second, it is difficult to use stories to promote exploration.
Information technology has great advantages in teaching, because it can turn static into dynamic, difficult into easy, abstract into concrete, and deepen the process of understanding knowledge. Therefore, in the teaching process, I make full use of the advantages of media computers to simplify the complex and present the whole process of knowledge formation to students vividly.
For example, when I was teaching the multiplication of 7, I had the following clip:
The screen animation shows Snow White and the seven dwarfs in turn.
Teacher: Look at the screen. There is a beautiful princess in the forest. who is it? She has several good friends. Who are they?
Health: Seven Dwarfs.
Teacher: Earl, are all the seven dwarfs here?
As the students counted, 1 to 7 appeared on the screen, and then 7,14,21appeared in the balloon held by the seven dwarfs.
Teacher: Each of the seven dwarfs is holding a balloon. Can you see how the numbers on the balloon are arranged?
Health: The last one is 7 more than the last one.
Health: The first number is 7, the second number is 7+7, the sum of two 7s is 14, the third number is 2 1, and the sum of three 7s is 2 1.
Teacher: Then write it down. What is the number?
The students answered 28, 35, 42, 49, and the numbers were displayed on the screen, so I asked what I thought.
Teacher: Let's read this column together.
Students read 7, 14, 2 1, 28, 35, 42, 49.
Teacher: What are these figures related to?
Health: 7.
Teacher: From this column number, we can see: How much is a 7? How about two sevens, 2 1? How many sevens are there? How many sevens add up to 28?
After the students answered, the teacher organized the students to look at the numbers on the screen and say: 1 7 is 7, and 2 7 is 14.
Teacher: If we learn multiplication formula in this class today, we will learn it.
As the students answer the multiplication formula on the blackboard: 7,
In the simple storyline, there is not too much exaggeration, but a relaxed, happy and harmonious learning environment is created, which arouses students' emotional singing and makes them have a happy learning mentality.
Third, practice using stories to mobilize emotions.
Someone once said: China students learn mathematics by doing problems and math problems, while foreign students learn mathematics by taking part in an activity, going through a process and gaining an experience. No matter what you say, you will apply what you have learned. Practice is one of the essential links in math class. If the teacher only mechanically asks the students to do the questions, then the practice will lose its original intention and fail to achieve the expected results. If practice is integrated into mathematical stories and combined with real life, it can not only arouse students' emotions and interest, but also deepen students' understanding of what they have learned.
For example, when I teach tax payment, I use the background stories around the students: the parents of Wang Chen, a classmate in our class, opened a furniture store with a monthly turnover of 42,000. If you pay business tax at the rate of 4%, how much business tax should you pay every month? After the exercise, I ask the students to interact while the iron is hot, and make up questions according to their own situation or the information you know, so that the students can answer each other. In this way, all the students are in high spirits in class and all kinds of problems are solved.
Practice has proved that making full use of background stories and creating situations in mathematics teaching can not only adjust students' psychological state, entertain and educate, deepen students' understanding of what they have learned, but also make teachers pay more attention to children's life and healthy development.
Of course, the background story should be used reasonably, and students should find what they are really interested in, not a superficial excitement. To really serve teaching, there is no need to serve teaching.
According to the new curriculum standard, mathematics learning is a process of re-creation. In this process, the acquisition of students' knowledge and experience, the development of personality characteristics and the formation of teaching ability all come from students' active participation in teaching activities, and the degree of participation is closely related to whether students are interested in mathematics learning. At present, students generally lack interest in boring mathematics, and it is difficult to form a pleasant mathematics learning experience. Then, how to make students actively cooperate with teachers' teaching with their mouths, hands and brains? It has become an important topic for current mathematics teachers. After a period of exploration and practice, I found that the clever use of teaching resources in teaching can establish students' creative intention, stimulate students' creative desire and creativity, and enable students to realize their own psychology? Want to learn? The qualitative leap makes learning become students' own needs.
Teaching story of primary school mathematics education 3
? Gold is not enough, no one is perfect. ? Everyone has shortcomings and makes mistakes. Education is the education of correcting mistakes. In education and teaching, teachers should emancipate their minds and help students establish their own beliefs. I remember last week, in order to meet the mid-term exam, we had an exam. In order to do well in the exam, I asked my children to take the test paper home for their parents to sign. The next day, the class representative received the test paper and handed it to me. I focused on the test papers of several students with poor grades. Suddenly, my eyes stopped on a paper with exquisite handwriting, and the score of the paper changed obviously. Then look down, several penalty points have changed obviously, and the bright red fork has faded. I looked at the name carefully, and it was her: the lovely little girl at ordinary times.
My heart was violently shocked. How could it be her? How could she do such a thing, who has always been cute and cute? I dare not make a wild prediction, so I have to call her to the office. Afraid of hurting her, I asked in an inquiring tone. Have you corrected the scores on the test paper? Or did my classmate change it? I saw her head down and didn't dare to look at me. She was silent. I said again:? To tell the truth, the teacher won't blame you. ? She hesitated and said in a mosquito-like voice:? I changed it myself. ? Instead of criticizing her, I comforted her: Don't be afraid, the teacher knows that you are doing this because your grades have deteriorated, and you are afraid that your parents will scold you and beat you when you go home, right? Tears had rolled down her cheeks and she choked. Miss Li, I know I was wrong. Will you forgive me? I will never do it again! You know, a person's character is more important than academic performance. If you want to get good grades, you can study hard through your own efforts. I believe that through your efforts, you can achieve excellent results. The teacher will forgive you this time, keep a secret for you, and won't let anyone in the class know. But do you know what to do with parents? I'm still whispering. As long as you can really correct your mistakes, in Miss Li's heart, you are still that lovely little girl. ? She nodded her head.
The next day, she listened to the class very carefully. Later, I met the student's parents, and I talked to her parents about it, which proved that she really knew that she had done something wrong and had been studying hard to get excellent results. In the later days, her performance has been very good, and she likes me very much, and she likes math study more. She always asked me what she thought, and in this way, I became her good friend after class.
Through this, I seem to have learned something:
1. Harmonious teacher-student relationship breeds great education? Affinity? Proper communication between teachers and students can change education.
Second, trust is a bridge for harmonious communication between teachers and students. Many practices show that teachers' trust in students is transmitted through communication, and students are encouraged by this trust and love, so they trust teachers and get close to them. Students usually prefer the teacher to his class. Therefore, give children more trust and care, so that every child can feel that the teacher likes him and learn the lessons taught by the teacher well.