1 how to improve the math performance of the second grade of primary school
Carrying out mathematical practice activities to promote students' active inquiry
In the classroom teaching of mathematics in the second grade of primary school, teachers can guide students to carry out mathematical practice activities, which can effectively stimulate students' enthusiasm for inquiry, promote students to actively participate in practical teaching, and is conducive to the development of students' comprehensive ability. Therefore, teachers should flexibly carry out experiential teaching activities according to the teaching content, so that students can realize learning growth in the process of independent inquiry and experience strengthening. In order to strengthen the teaching effect, teachers can also invite parents of students to complete related activities together. In the process of students' growth, the role played by parents is irreplaceable. Compared with family education, school education is limited after all. Therefore, in primary school mathematics teaching, teachers should take effective measures to give full play to the positive role of family education in mathematics life education. Objectively speaking, family education has a very strong vitality. Parents can make use of life situations to let students experience the application value of mathematical knowledge, and gradually cultivate students' ability to independently discover, explore and solve life problems by using the learned mathematical knowledge, thus ensuring the effective cultivation and promotion of students' mathematical core literacy.
For example, in the teaching of data collection and collation, after the new lesson is explained, the teacher can assign the following homework: "After students go home, they can investigate the five favorite fruits of each family member and submit the data statistics and analysis results in the form of homework." This kind of problem requires parents to provide accurate data for students and help them complete relevant statistics and analysis. Finally, students put forward corresponding suggestions according to the statistical results. This can not only make students feel a sense of accomplishment and enhance their self-confidence, but also effectively cultivate and improve their ability to solve practical problems and promote the improvement of their comprehensive quality.
Use multimedia for intuitive teaching to stimulate students' interest in learning.
The application of multimedia in mathematics teaching in the second grade of primary school can effectively stimulate students' interest in learning mathematics. In specific teaching, teachers can carry out teaching activities according to students' existing knowledge and experience, thus promoting students to learn new knowledge. Most of the knowledge and experience of primary school students come from real life. Using multimedia to present things that students are familiar with in life, and through the explanation and analysis of things, it is more conducive to students' learning, understanding and transmitting new knowledge.
For example, in the teaching of "Preliminary Understanding of Corner", teachers can use multimedia to play slides for students to watch: four items in life are presented on the screen, including clocks with hands at a certain angle, opened scissors, unfolded books and fans. At the same time, it has a certain sound effect, and students can tell where the corners in the picture are according to the viewing order. At the same time, the teacher uses the custom animation function of the slide to make the east and west corners on the screen flicker constantly. Through the simultaneous action of various senses, students' interest in learning "horns" is greatly increased, and their enthusiasm for learning is high. They talk loudly about which horn is big, which horn is small and what the shape of each horn is like. The learning atmosphere is extremely warm.
2 Mathematics teaching methods
Clarify the requirements of mathematics curriculum standards
"Mathematics Curriculum Standard (Experimental Draft)" requires: "Mathematics teaching should be closely linked with students' real life, and based on students' experience and existing knowledge, create vivid and interesting situations conducive to students' independent learning and cooperative communication. Let students gradually experience the process of the generation, formation and development of mathematical knowledge in vivid and concrete activity situations such as observation, operation, speculation, communication and reflection, gain positive emotional experience, feel the power of mathematics, and master the necessary basic knowledge and skills. "The author believes that thinking begins with problems, and problems are' catalysts' to mobilize students' positive thinking. In primary school mathematics teaching, teachers should fully understand these requirements of mathematics curriculum standards, attach importance to the creation of problem situations, guide students to think about problems and explore new knowledge in situations, form correct learning methods and positive learning attitudes, experience the joy of learning mathematics, and gain the motivation and ability for lifelong learning and development.
Student-based knowledge base
According to the theory of educational psychology, whether students can obtain new information has a great relationship with the existing knowledge and experience in the cognitive structure. Mathematical knowledge is systematic and logical, and most new knowledge is based on previous knowledge. Therefore, fully understanding students' original knowledge base is an important condition for teachers to create effective problem situations in teaching, mobilize students' active and lasting learning enthusiasm, help students realize knowledge transfer, and finally obtain good learning results.
According to the psychological characteristics of students
The results of psychological research show that children like to study in relaxed and happy situations, and the better their emotional state, the better their learning effect. Generally speaking, students' psychological factors directly affect the improvement of learning effect. If teachers don't understand students' psychological characteristics and create problem situations according to these characteristics, they can't make students enter the psychological state of high emotions, and they can't stimulate students' interest in learning and improve teaching effect. Because mathematics teaching is not only a process of imparting knowledge, but also a process of teachers' and students' psychological activities: not only a process of students' cognition, but also a process of teachers' and students' emotional exchange, will tempering and personality psychological formation.
3 Cultivation of interest in mathematics learning
Stimulate students ' interest in learning
Mathematics content in junior high school is boring, while rural junior high schools are limited by conditions and lack modern teaching methods such as multimedia, so classes are monotonous. Students especially like to listen to teachers' stories and are willing to accept the knowledge in the stories. According to students' psychological characteristics, we might as well tell stories, integrate mathematical thoughts and knowledge into stories, and instill mathematical knowledge into students.
For example, in the story of "Cao Chong called an elephant", many ministers in the DPRK were well informed and experienced, but when Cao Cao asked them to call an elephant, they were helpless. On the contrary, Cao Cao's youngest son, Cao Chong, a child, solved the problem of "weighing an elephant" with the help of a boat, a stone and a balance. At this time, we should seize the opportunity to ask students why Cao Chong could come up with this unique method. Because he used the ideas of "transformation" and "breaking the whole into parts" in mathematics, he made students realize the important role of mathematical ideas and knowledge in solving practical problems from this story, and made them feel that learning mathematics is actually a happy and interesting thing, thus cultivating their interest in learning mathematics. In addition, tell more stories about famous mathematicians, such as Hua and Chen Jingrun, to encourage students to study mathematics bravely and stimulate their enthusiasm for learning mathematics.
Mathematics comes from life.
Applying what you have learned is one of the goals of quality education, and learning useful mathematics is the learning goal of every student. Mathematics has a strong practicality, and practicality is reflected in practice. It is also a good way to stimulate students' enthusiasm for learning mathematics and cultivate their interest in learning through hands-on operation and practice. For example, when learning the side development diagram of a cone, students are required to cut out a fan-shaped piece of paper with scissors, and then roll it into a cone, so that students can rest deeply until the side development diagram of the cone is a fan.
For example, using extracurricular activities, lead students to measure and calculate the volume of school reservoirs and master the calculation method of cylindrical volume. In the greening design competition of the "three-oriented" construction of school campus, students are required to use the mathematical knowledge of circle, triangle, symmetry and tangency they have learned to plan the campus greening area, where to plant flowers and grass, how to shape and how much the area is, and draw a design plan, from which teachers can judge outstanding works and give rewards. Through practice, let students go to life. Mathematics is everywhere, everywhere. Mathematics is very close to us, right beside us. This can better cultivate students' interest in learning mathematics.
4. Students' divergent thinking ability
Combining with teaching practice, improve the training mode.
The particularity of mathematics teaching in primary schools requires teachers to pay attention to the acceptance process and psychological state of primary school students when organizing classes. First of all, we should pay attention to creating a relaxed and lively classroom atmosphere to avoid the scene of primary school students listening to math classes with trepidation. Such a state of psychological relaxation helps them to open the floodgates of thinking and carry out divergent thinking training. Secondly, it is necessary to guide students to mobilize divergent thinking to solve problems and form habits by means of "solving many problems with one problem". Although the knowledge problem in primary school mathematics is not profound, it is closely related to the reality of life. Teachers should teach primary school students to solve the same problem in many ways, let them learn to mobilize a variety of thinking senses, and train the breadth and freedom of thinking, so as to deal with the problem more harmoniously and efficiently. "Transforming thinking" and "variant expansion" are both good methods to improve the universality, association and activity of students' mathematical thinking and divergent thinking. Finally, teachers should first exercise divergent thinking. Cultivating primary school students' mathematical thinking is a difficult problem in itself, which requires teachers to use their brains and find multi-level methods to carry out experiments, which is also a test of cultivating divergent thinking.
Cultivate the enthusiasm of thinking and cultivate students' divergent thinking ability
Cultivating the enthusiasm of thinking is an extremely important way to cultivate divergent thinking. In teaching, teachers should pay great attention to stimulating students' strong interest in learning and thirst for knowledge, so that they can devote themselves to learning and thinking with high emotions. Primary school mathematics teachers should be good at stimulating, cultivating and maintaining students' interest in learning, and guide students to develop from temporary interest to long-term stable interest. Use and mobilize various external factors to make students feel the interest and function of mathematics and establish confidence in learning mathematics well. At the same time, according to the characteristics of mathematics, let students learn mathematics from daily life, understand mathematics, appreciate, master and apply mathematical methods to solve practical problems in life, and cultivate students' interest in learning mathematics through the combination of classroom learning and practice. If students are not interested in mathematics, it is impossible to love mathematics from the bottom of their hearts, let alone actively think about problems and produce creative thinking in mathematics class.
Create an environment conducive to the establishment and cultivation of divergent thinking
The harmonious, relaxed and free atmosphere in the teaching process can arouse students' innovative consciousness to the maximum extent. In order to promote students' creativity, it is necessary to have a harmonious environment and leave a platform for students to fully express and display their individuality. This democratic and harmonious atmosphere is a fertile ground for cultivating students' innovative consciousness. Teachers should overcome the deviation of innovative knowledge. Every reasonable new discovery is different from other people's ideas, and the unique observation angle is innovation. How to tap and improve this potential depends on the degree of students' main role. In order to enable students to actively explore knowledge and give full play to their creativity, we must overcome the old teaching mode that teachers are the leading role, a few students are supporting roles and most students are the audience, give students sufficient thinking space, treat students with an equal, tolerant and encouraging attitude and adopt more ways of discussion and inquiry. Give students the opportunity to fully demonstrate, let students actively participate in the teaching process from beginning to end, and truly become the main body of exploration and research. This relaxed and free classroom atmosphere is more conducive to cultivating students' divergent thinking.