Teaching structure is the overall design of teaching process. Hierarchical teaching structure, on the one hand, try to increase students' time and space in classroom activities-textbooks for students to read, ideas for students to tell, problems for students to discuss, rules for students to find, mistakes for students to analyze, and give full play to the resource role of textbooks and students' enthusiasm; On the other hand, we should pay attention to reflecting the leading role of teachers-grasping the whole, promoting at different levels, and teaching students in accordance with their aptitude according to their differences in learning level, participation and learning disabilities. For example, when teaching "Comparison of Two Divisions of Division", first organize students to analyze the conditions and problems according to the methods they have learned, list formulas on the basis of self-study, think about what quantity one and two divisions know and need, and then guide students to discuss the similarities and differences and their results around the three quantitative relationships of "total number, share number and share number". Ordinary students can understand and master their similarities and differences and solve similar problems. Students with lively thinking can basically use knowledge to solve problems and fill in the conditions of division application problems. It can be seen that the hierarchical teaching structure is the main way to develop students' intelligence, give full play to their potential and improve teaching efficiency.
Second, pay attention to practice and improve the effectiveness of mathematics teaching
Only by organizing training purposefully and in a planned way according to students' learning situation can we get twice the result with half the effort. Therefore, mathematics teaching should pay attention to practice, train basic skills and cultivate ability. The design of exercises should grasp the following points:
1. The length and number of exercises should be determined according to the content of the textbook and the students' reality, so as to achieve the best possible effect without increasing the students' study time.
2. The design and layout of exercises should embody the educational principles, and achieve "low starting point, small steps, fast pace and large capacity" so that every student can experience the joy of success.
3. Choose exercises according to the content of the textbook. For example, in order to introduce new courses, design knowledge connection questions; In order to consolidate the concept, design basic variant questions; In order to correct mistakes, design multiple-choice judgment questions; In order to broaden the thinking, design changeable and multi-problem solving, so as to achieve the training goal and improve the classroom effect.
Third, cultivate students' practical ability.
To implement quality education, we must pay attention to the cultivation of students' practical ability, which is a trend in the development of international mathematics courses at present. Practical ability is the ability of people to be competent for a certain task in the conscious activity of transforming society. Primary school mathematics practical ability is the ability of students to solve problems in the activities of learning and applying mathematics knowledge. The cultivation of practical ability is an important link for students to understand the relationship between mathematics and life and the existence value of mathematics. Through the cultivation of practical ability, students' curiosity and thirst for knowledge can be stimulated, and students' practical ability can only be gradually formed in practical activities.
There are various forms of practical activities, such as operation, observation, discussion, cooperative learning, guessing, painting and so on. It is also a mathematical practice to investigate, collect data, ask questions and build models in society. Grasping the development and guidance of practical activities is one of the effective ways to cultivate students' practical ability and implement quality education. Therefore, I attach great importance to the development of students' practical activities in teaching. For example, when teaching the application problem "How many times does a number have to be known to find this number", I first ask students to "draw a picture" and "put it on the table", so that students can personally feel that the problem of "how many times is a number divided" has evolved into a dynamic process of "how many times is a number known to find this number", and guide students to actively participate in teaching activities.
Fourth, grasp the moral education factors in teaching materials and strengthen ideological and moral education.
In the teaching process, teachers should, like other subjects, run moral education through the whole teaching process to improve students' ideological and moral quality.
1. Implement quality education according to the content of the textbook.
Mathematics, as an independent natural subject, has its inherent laws and characteristics. Therefore, in teaching, only by firmly grasping the characteristics of the subject and organically combining the characteristics of ideological and moral education with the characteristics of mathematics can ideological and moral education be effectively implemented. To carry out ideological and moral education in mathematics teaching, we should focus on grasping the moral education factors of textbooks, educate students in moral education, and combine knowledge transfer to infiltrate preliminary dialectical materialism ideological education in teaching. For example, when teaching "mixed operation and application problems", we should collect the data of economic development and changes before and after China's reform, make students receive patriotic education through comparison, and encourage students to study hard for the prosperity of the motherland from an early age.
2. Infiltrate moral education into the teaching process.
Mathematics class is different from moral class. Teachers should not only infiltrate the knowledge points of ideological and moral teaching in time in combination with the teaching process, but also grasp the word-for-word infiltration with moral education factors. For example, when teaching "Understanding Time", students are required not only to know the time by looking at the clock, but also to be the master of time, and to educate students to cherish time and stress practical results from an early age.
Fifth, we should pay attention to all students, so that the quality of each student can be fully developed.
The first essence of quality education is to face all students, emphasizing their all-round development and overall development, so that each student's personality can be fully, freely and harmoniously developed. Therefore, teachers should pay attention to the comprehensiveness of quality education in the teaching process, and improve students' quality by imparting mathematical knowledge and skills and using the value of mathematics and the characteristics of mathematical thinking. For top students, teachers should try their best to create conditions, give full play to their wisdom and talents, and maximize the development of students' personalities and specialties; We should pay more attention to students with poor math quality, give them more opportunities to speak in class, broaden their thinking, develop their thinking, give them as many opportunities as possible to "participate", help them enhance their learning confidence through individual counseling, and gradually meet the basic requirements of teaching.
In short, the implementation of quality education, classroom teaching is the main position, updating ideas is the key, and students are the center. Pay attention not only to the mastery of basic knowledge, but also to the cultivation of ability, develop thinking and cultivate innovation; Paying equal attention to learning and learning is the embodiment of implementing quality education in mathematics teaching.