First, create an appropriate teaching situation and ask related questions.
1. Form and content of creating situations
"Mathematics Curriculum Standard" emphasizes that the mathematics content that students learn needs to be realistic and practical, showing challenges; At the same time, it is pointed out that we should pay attention to the life of the educated, let them extract the realistic elements in practice and transform them into mathematical models until this model is explained and applied. Through the above activities, students can perceive mathematical principles and improve their values, emotional attitudes and thinking ability. Therefore, primary school mathematics teaching should focus on learning situations, create realistic, challenging and vivid classroom situations, and stimulate students' interest in learning. The designed situation includes related events, people, etc.
2. Ask mathematical questions in the situation
(1) Perceived situational value. When designing a teaching situation according to the characteristics of primary school students, teachers should guide students to think about the designed teaching situation, so that students can think independently according to the existing cognitive characteristics and life experience, interpret the value of the situation, summarize the mathematical ideas contained in it, and then explore the conclusions with their classmates.
(2) Questioning the mathematical situation. In the teaching situation, students should ask questions boldly according to their own knowledge reserve characteristics and life experience. The content of the question may or may not be related to the topic. Even if some questions seem strange, teachers should affirm the quality of students' questions, guide them to ask them correctly, and then find the teaching content related to the teaching situation through self-related math problems.
(3) Skillful use of mathematical language. Teachers need to scientifically guide primary school students to design relevant teaching situations. At the initial stage of explaining their ideas, students can explain their ideas with the help of their own language according to their own understanding. It is true that such a language may lack standardization, and it needs the specific guidance of teachers, so that the educated can subtly grasp the characteristics of mathematical language and explain the contents to be questioned accordingly.
Second, independent exploration, cooperation and exchange.
Carrying out independent inquiry and paying attention to the interaction between teachers and students is actually the focus of the whole teaching process, and it is also an important measure to cultivate learners' learning habits and abilities. Specifically, the implementation of independent inquiry and emphasis on cooperation and exchange are mainly reflected in the following aspects.
First, independent inquiry and group discussion. The creation of effective problem situations in primary school mathematics teaching requires learners to explore independently and construct a unique thinking scheme to solve problems. Therefore, in the whole teaching process, teachers need to guide learners to actively participate in teaching situations and encourage them to actively participate in teaching situations.
Second, pay attention to the teaching process and stimulate students to explore actively. The subject of the classroom becomes the receiver, and teachers should create teaching situations that are convenient for improving teaching efficiency according to the learning situation. Therefore, teachers should guide students to explore new knowledge with the help of existing knowledge. For example, when teaching the area of combined graphics, students can be guided to use many practical operations with the help of the relationship between graphics, and then accumulate subject knowledge.
Third, give students the opportunity to guide their thinking. In the whole teaching process, teachers need to pay attention to creating a situation that is convenient for learners to be in, so that they can master problem-solving strategies in the process of participation. The learning process of learners is actually a process of discovering, exploring and solving problems. In this process, we can summarize the puzzles in learners' minds through group discussion and reveal the individual highlights displayed in the questioning process.
Fourth, teachers and students collaborate to summarize and make the knowledge structure more complete. After the lecture, the teacher leads the students to summarize what they have learned, which can help learners to summarize scattered knowledge, let learners internalize what they have learned and consolidate their knowledge composition. Teachers should help learners integrate their knowledge and turn it into self-knowledge, so as to establish a knowledge framework and lay a solid foundation for future learning.
Third, consolidate training and strengthen ability.
Teachers can design new questions according to teaching activities, and can also guide students to ask questions actively. First, pay attention to learning mathematics knowledge by asking questions, take questions as the starting point and motivation of learning, and learning has an overall development process; Second, pay attention to questioning through learning, and regard the learning process as the process of discovering, asking, exploring and solving problems, so as to achieve the goal of not only learning knowledge, but also improving ability. After learners have mastered the knowledge they have learned, teachers should use classroom exercises to understand the knowledge stored by learners, summarize the knowledge reserve information of learners, and give targeted guidance.
As a theoretical form of primary school mathematics teaching mode, this mode should have a guiding role in practice. Teachers need to realize that the teaching mode of primary school mathematics should have practical guiding significance. Although some knowledge is the same in nature, it should be different in practice. Only by refining teaching strategies with the help of this teaching model can teachers better demonstrate the effectiveness of this model and demonstrate the effectiveness of the primary school mathematics teaching model.