1 how to do a good job in mathematics teaching
First of all, the content of mathematics education for primary school students should be interesting, not abstract and boring, so that teaching and learning will be relatively easy. That is to say, in mathematics classroom teaching, we should guide primary school students to study actively, stimulate their interest in learning as much as possible, and make them fall in love with mathematics learning. If they have enthusiasm, they will have motivation, and they will be able to study and research actively, so as to master scientific, effective and most suitable mathematics learning methods. For example, in the teaching of finding rules, I use multimedia to provide students with a set of phone numbers to guide them to play memory games. In the game, students find that there are rules between these telephone numbers, and they also find that regular numbers are easier to remember, so that they know that these rules are common in life, which greatly stimulates students' interest in learning mathematics.
Secondly, we should cultivate students' exploration spirit. Only those who are good at finding and asking questions have the opportunity and possibility of innovation. This is also the basic requirement of implementing quality education at present. It is clearly stated in the education syllabus: you can use all kinds of senses, use your hands and brains, and explore problems; Can feel the quantitative relationship of things from life and games, and appreciate the importance and interest of mathematics. Provide every primary school student with all kinds of conditions for exploring senses and ways.
Third, we should cultivate students' ability to solve problems independently. As we said earlier, teachers should actively guide students to find problems. When students find problems, teachers should also guide students to develop the habit of independent thinking and try to solve problems by themselves. People are particularly active in primary school, and everyone has their own views on the problem. We should give them room to think freely in teaching. For example, when doing a math application problem, I found that there are many solutions to a problem for students to do. I told them in advance that there are three solutions to this problem, to see if everyone can list them all. The students were in high spirits and quickly entered the state, and soon they got the answers one after another. Diligent thinking, active exploration, let students taste the joy of success!
Of course, it is not enough for teachers to play a guiding role in teaching. When students encounter problems that they can't solve, teachers should encourage them to ask questions actively. What should teachers do in this link to get better results? We say that it is the bounden duty of teachers to impart knowledge to students and help them solve learning problems, but I don't agree with the practice that teachers take pains to impart knowledge to students and answer questions, not only teaching students how to do it, but also giving standard answers. This will easily lead to students' low mentality, and they often go their own way in their studies, but they really want to do it but can't start. The reason is the teacher's direct explanation. On the surface, students have mastered the teaching content and solved the difficult problems in learning. Students are also satisfied with the teacher's teaching, but does this really improve students' problem-solving ability? The answer is no, in this process, only the teacher's thinking is active, and the students only passively accept the teacher's thinking results and do not participate in the direct thinking of the topic.
2 mathematics classroom teaching methods
Create an operational environment
Psychological research has proved that children's thinking begins with hands-on. If the connection between activity and thinking is cut off, thinking cannot develop. To solve the contradiction between the abstraction of mathematical knowledge and the visualization of students' thinking, the key is to operate it by hands and show it to learners in an intuitive form, so as to discover new knowledge and feel the pleasure of manual learning. At the same time, the curriculum standard points out: "Hands-on operation is one of the important ways for students to learn mathematics." Pupils are curious and active, while mathematics knowledge itself is boring and abstract. If students want to master mathematics knowledge, they must conform to their own characteristics.
For example, when teaching the "quadrangles" in the fifth volume of the teaching edition, we designed a little activity on the way, and prepared an envelope for each group, which was filled with graphics, so that students could feel the connection and difference between these quadrangles with different points in the process of classifying various quadrangles. For another example, in the section of "Preliminary Understanding of Fractions", because "Fractions" are abstract to students, I have been paying attention to linking the understanding of fractions with graphic operation activities in teaching, and giving full play to the positive role of hands-on operation in students' active construction. At the same time, give full play to the function of group cooperative learning, so that students can carry out inquiry activities on the basis of operational activities in a democratic and harmonious atmosphere, actively practice, actively construct knowledge and enhance students' thinking.
Create a problem situation
The ancients said: learning begins with thinking, and thinking begins with doubt; Small doubts and small progress, big doubts and big progress. Students' thinking activities of seeking knowledge always start from problems and develop in the process of solving problems. Therefore, in classroom teaching, teachers should set appropriate obstacles purposefully and systematically according to the characteristics of teaching materials, so as to arouse students' inquiry and positive thinking about difficult problems. Creating problem situations can arouse students' desire for knowledge, open the floodgate of thinking, and make students enter the realm of "the heart is trying to get through, but the mouth is impassable" For example, when teaching "Preliminary Understanding of Fractions", I intend to create a vivid and interesting artistic conception, inspire students to participate, arouse students' interest, and mobilize students' high enthusiasm for new courses. At the beginning of the class, the multimedia played the scene that Mingming and Lanlan shared moon cakes. Four moon cakes were given to two people on average, two pieces each. Two mooncakes are distributed to two people equally, and each person gets 1 piece;
1 mooncakes are distributed to two people equally. What is everyone's share? How to divide it? How to write? With the help of the familiar example of "dividing moon cakes", guide students to perceive how two moon cakes and one moon cake are represented by integers and how to represent them when two people share one moon cake. The fact that scores are based on average is naturally presented to students, which not only increases the connection between mathematics knowledge, but also makes students feel that mathematics is around, and encourages students to explore new knowledge. Another example is teaching "the characteristics of numbers divisible by 2 and 5". At the beginning of the class, the teacher said, "Let's play a guessing game first." The students were very happy and listened attentively: "Students, no matter how many digits you say, the teacher can know whether it can be divisible by 2 or 5 without calculation." Do not believe, you try. " Students quote more and more, teachers answer them one by one, and students verify the answers through calculation. At this time, everyone was surprised. What's "tricky" in this? So the teacher said, "Do you want to know the mystery? This mystery will be answered through the study of this course. " At this time, students are eager to explore knowledge and study hard. This is the truth that "there is doubt to think, and there is thought to gain".
3. Create a math classroom atmosphere
Create a harmonious teaching atmosphere
The characteristic of the new curriculum is to cultivate students' innovative ability, so a good math teacher is not only to impart knowledge, but more importantly, to provide a stage for students to think and try properly and create a harmonious atmosphere. Teachers should respect and trust students, create a relaxed and harmonious teaching atmosphere, improve students' mental health level, make students willing to actively participate in classroom teaching activities and dare to express their opinions, thus basically establishing students' dominant position. In order to improve the quality of education and explore practical teaching methods, teachers should adopt multi-dimensional classroom teaching mode.
Modern heuristic teaching and inquiry teaching are adopted, and different teaching methods are selected according to different teaching contents, such as making teaching AIDS and multimedia courseware, which can enhance the appeal of reasoning and the intuition and visualization of teaching contents, create artistic conception, stimulate students' interest in learning, arouse emotional excitement, stir up waves of thinking and give students the richest enlightenment. According to the characteristics of mathematics, stimulate students' interest in learning with target tasks. Teachers should give full play to the role of language art in the classroom. It is extremely important to use language art to mobilize and adjust students' attention. This requires teachers to be humorous. An appropriate gesture, a word of praise, and a bright smile will make the classroom shine and make the students feast for the eyes. Students deeply love mathematics because of their intelligent and energetic teacher image, and they are full of expectations for mathematics learning. Only in this way can the classroom stimulate students' enthusiasm for learning mathematics and lay a solid foundation for building a harmonious and efficient mathematics classroom.
Promote the harmonious development of students
Harmonious mathematics classroom needs democratic teacher-student relationship and emotional expression, which is not only the embodiment of people-oriented, but also the basic principle to promote students' harmonious development. Teachers should actively create a harmonious classroom atmosphere full of humanistic care, respect everyone's unique source of creativity, help everyone know themselves, let everyone see and understand, and feel the spark of pride. German educator Stowe once said: "The art of education lies not in ability, but in motivation, awakening and encouragement." This teaching evaluation of "Dont Ask For Help people are successful, but everyone wants to make progress" is also a realm pursued by the new curriculum. Teaching evaluation should not only pay attention to students' present performance, but also pay attention to the future development of all students. Underachievers, in particular, should be positively evaluated as long as they make progress on the original basis. Correct evaluation will give students encouragement and confidence, make them feel respect for teachers and enjoy learning, thus promoting the harmony of classroom atmosphere. People's spiritual life really needs all kinds of knowledge, and the most indispensable nutrition is to be appreciated. Appreciation is the sunshine, air and water of human spiritual life.
Classroom is life, and teachers should not ignore every important factor in the process of students' growth. As the main position of teaching, classroom should be a place to cultivate students' healthy growth, and it is very important to create a relaxed and harmonious classroom atmosphere. Teachers should create a harmonious classroom environment, walk into students' hearts, pay attention to students' lifelong development, appreciate and appreciate every student from the heart, establish a harmonious relationship between teachers and students, let students study in a good atmosphere, develop their body and mind, exercise themselves to the maximum extent, cast themselves, and feel the success and happiness of learning. It helps students to actively participate in classroom teaching activities, achieve the best harmonious educational effect and improve learning efficiency. As math teachers, we should start with building a harmonious math classroom, strive to create a classroom that stimulates students' interest, vitality and creativity, and let harmonious notes float in the math classroom, so as to build a harmonious and efficient math classroom.
4 to stimulate students' interest in learning mathematics
Create situations to stimulate interest in learning.
Teachers adopt effective strategies to create problem situations, stimulate students' desire to explore problems, and cultivate students to find problems with mathematical eyes, which is the origin of learning mathematics. For example, when learning to "know RMB", a "small supermarket" was arranged in the classroom. According to the situation of buying and selling goods, students are required to bring RMB * * * 1, 2, 5 and 1 yuan to the supermarket to buy things. Requirements in the activity: use the money sent to see who buys more things and buys better things. After buying it, we should make a comparison. After the activity, we should discuss it collectively. Let each student say which products he bought and how much each product costs (expressed in cents and cents respectively). Through activities, students not only know the yuan, the angle and the minute, but also know the angle 1 yuan = 10, and deeply feel the close relationship between mathematics knowledge and daily life, and feel that mathematics is around, thus cultivating students' love for mathematics.
Optimize teaching methods and expand learning interest.
In teaching, it is not enough for teachers to speak only on the podium. Students must be allowed to master the learning content profoundly, accurately and vividly through their own language and hands. In the teaching process of "Understanding Plane Graphics", students can first find out the plane graphics around them, then let them describe them in words, and then draw a picture by themselves. After summarizing their shapes, let the students compete to see who draws more different figures. Finally, an example is given to illustrate the practical application of corner in daily life. By optimizing teaching methods in this way, students can have a deeper understanding of plane graphics. Through direct participation, students can generate ideas in activities, expand their interest in learning, develop their thinking and increase their knowledge.
Contact before and after to deepen learning interest
Ausubel believes that whether students can absorb new information is closely related to the existing concepts and experiences in students' cognitive structure. Mathematics has its strict systematicness and logicality, and most mathematical knowledge points have their early foundation and later deepening development. It is necessary for students to have the necessary knowledge and skills to actively participate in mathematics classroom teaching. Therefore, in the process of mathematics teaching, teachers should appropriately "degrade" the knowledge they have learned.
Experience success and stimulate interest in learning.
Interest is the best teacher for students. Students' continuous success in their studies will bring great happiness and pride to their hearts, thus creating a sense of intimacy in their studies and helping to stimulate the motivation for further study. Teachers should evaluate students' learning achievements, let students see their progress and success, and stimulate students' strong desire for further study. Give students more affirmation and less denial, so that students can experience joy from their achievements, find gaps from their achievements and learn knowledge confidently. Students can learn mathematics well only if they are interested in it. Therefore, teachers should do everything possible to mobilize students' enthusiasm and interest in mathematics teaching, so that students can get out of the "hard journey" of mathematics as soon as possible.
How to do math teaching well;
★ How do math teachers improve teaching efficiency?
★ Improve mathematics classroom teaching methods
★ How to improve thinking ability in mathematics teaching
★ How to do a good job in mathematics teaching in senior two?
★ How to treat poor students in mathematics teaching
★ Summary of Mathematics Teaching Work
★ How to improve the efficiency of mathematics teaching in primary schools
★ Math teacher's teaching work plan
★ What are the commonly used mathematics teaching methods?