Teaching experience of primary school mathematics teachers: 1. Strengthen the practicality of mathematics materials and make the classroom come alive.
Classroom teaching is the main position for students to learn scientific and cultural knowledge, and it is also the main channel for students to carry out ideological and moral education. So our mathematics can't be divorced from life and reality. This is the essence of the current educational reform, which requires us to think about what practical examples this knowledge is related to and where it is used in our lives before preparing for each class. Try to replace boring examples with examples that students like in actual situations; If you can find hands-on learning, let the students spell-divide-draw-play-speak; If there are exercises to imitate and reproduce practical applications, they should be used in conjunction with books. In short? From life to life? .
For example: teaching? Understanding of the circle? Let the students say the round objects in their lives first and let them feel them. Round? Then, through multimedia demonstration, several monkeys competed on bicycles with triangular, rectangular, square, trapezoidal and round wheels respectively. Let the students guess who runs fastest, and then the media will demonstrate the course of the competition. Finally, ask the students why the monkey riding the round wheel runs first, so that students can understand why the wheels of bicycles are made round, so that they feel that learning mathematics is very useful, and they spontaneously have an interest in exploration and sprout a kind of? Self-need? Strong thirst for knowledge and willingness to innovate. Let students know more about mathematics knowledge and skills, not only from the relaxed and simple classroom, but also from the real life around them.
Second, turn learning mathematics into concrete practice and make the classroom intuitive.
Primary school mathematics is the foundation of mathematics education and the beginning of children's lifelong learning of mathematics. How to show a colorful mathematical world in front of children, make abstract and boring mathematics lively and interesting, and let children love mathematics from the heart and actively use it. I think the key is to strengthen the connection between mathematics and life, turn abstract and unfamiliar mathematics into concrete feelings and experiences, and make mathematical knowledge intuitive. Only when mathematics no longer keeps a straight face, but is closer to the reality of children's lives, will they be interested in learning, enter the role of learning, truly feel and experience the charm and value of mathematics, and enhance their confidence in understanding and application.
In teaching, we should pay attention to the familiar life prototype of students, arouse their existing life experience and inner feelings, and make learning a strong demand from the heart of students. For example, when teaching the content of height, I guided it like this: before class, the teacher deliberately put the eraser on the border above the blackboard. As soon as class began, the teacher pretended to be surprised and said, Hey, why did the eraser run so high? Who will help me take it down? Because the students who came up to get it were short and out of reach, they jumped up and struggled to reach it, but they still couldn't reach it. The teacher smiled and said, I'll get it. ? As soon as the teacher reached out, he took off the eraser. And ask:? Students, why did he not get it easily just now, but I succeeded so easily? Students speak one after another, and teachers and students are shorter than each other, guiding students to express themselves in complete language.
This lead-in design is very novel, which embodies new ideas and new teaching methods, and makes students understand the importance of tall and short people in laughter. Feel the joy of learning in specific practical activities and stimulate students' thirst for knowledge.
Third, creatively use situational diagrams to make the class interesting.
When we open the new mathematics textbook, we are greeted with colorful pictures, vivid and interesting stories, naive animals and popular cartoons, which not only give life to boring mathematics, but also provide rich resources for our teachers' teaching design. In actual teaching, I feel that teachers and students come into the classroom with objects and create a more realistic situation with their mouths and hands. Students can enter the learning role faster, have greater interest in learning, and make mathematics knowledge more vivid and interesting. For example, when I was teaching to shop around, I used a picture of buying stationery in a book to make several students wear headdresses and act as salespeople, naughty and smiling respectively. Then they met and started a conversation: involving the comparison of the size of three decimal places, the naughty smile bought her own stationery according to the suggestions of her classmates. At the same time, I use the performance of students to deal with it? Individual study? With what? Cooperative learning? The relationship between them enables students to learn new knowledge happily in specific situations and feel the charm and value of mathematics.
Fourth, cultivate students' application consciousness and solve problems rationally.
Students' awareness of application is mainly manifested in? Recognizing that there is a lot of mathematical information in real life, mathematics has a wide range of applications in the real world; In the face of practical problems, we can actively try to use the knowledge and methods we have learned from the perspective of mathematics to find strategies to solve problems; Facing the new mathematical knowledge, we can actively look for its realistic background and explore its application value. ? (Mathematics Curriculum Standard) Students should not only understand the questions raised in class and master ready-made mathematics knowledge and skills, but also use classroom methods to consciously understand things around them, understand and deal with related problems, so as to make their knowledge closely related to life and society, and truly mathematicize? From life, applied to life? . In this respect, teachers should be entirely students? With math? Guides and collaborators.
For example, have you learned? Statistical knowledge, price and shopping calculation, length, area, volume, volume? After the measurement, we should provide students with practical opportunities as much as possible and guide them to apply mathematics to their lives. We can ask students to measure the length and width of the classroom. Measure the length and width of blackboard, desk and book; Measure the length and width of furniture and the height of mom and dad; Measure the weight of mom and dad; Calculate the price of goods purchased, such as shopping. With math? Experience the role of what you have learned, stimulate students' enthusiasm for learning, stimulate students' internal force to solve problems, and let students taste the fun of applying what they have learned.
Fifth, create a harmonious communication space and democratize the relationship between teachers and students.
? For the development of every student? It is the core idea of the new curriculum. In order to realize this new educational concept, teachers should not only treat students with a developmental perspective, but also learn to respect and appreciate every student. Like what? Your view on this point is unique. What you said is very reasonable. ? Good at finding students? Mark new ideas? And then what? Highlights? Encourage and cultivate students' good mathematics emotion in time. ? Teaching? To serve? Study? . Classroom is a small world, learning is a big stage, teaching seeks methods, teachers and students seek development, and truly return the classroom to students. Teachers should know how to make use of the space and stage provided by mathematics classroom, fully embody the equal, democratic and harmonious relationship between teachers and students, adopt effective teaching methods and corresponding measures, make the teaching process a process of self-exploration and self-innovation, constantly cultivate students' innovative spirit and practical ability, and achieve the goal of comprehensively improving students' mathematics quality.
In short, the new curriculum and new ideas will always impact our minds, our classrooms and bring many new ideas to primary school mathematics teaching. Facing the new curriculum reform, we all have to go through the process of exploration, practice, reflection and innovation. Therefore, we should really understand the mathematics curriculum standards, creatively control the teaching materials, and constantly give ourselves? Come on, charge? Only by embodying these details in every teaching activity can the classroom teaching of primary school mathematics have substantial changes.
Six, contact life, but also taste math life.
Teaching comes from life, which is the refinement and abstraction of numbers and shapes in life. The formation of primary school students' mathematical cognitive structure depends on life practice first. Real life is the starting point of learning mathematics.
The realistic learning situation can stimulate students' interest in learning mathematics, fully mobilize students' enthusiasm and initiative in learning, induce students to think positively, and make them have intrinsic learning motivation and actively participate in teaching activities. A spring outing is enough to make children happy. Facing the children in the lower grades, the teacher asked: What's the first thing you want to do when you go for a spring outing? Go to the store to buy food! ? Thus, a unique shopping scheme design began. Children are full of enthusiasm, designing plans, calculating the amount, experiencing the value of mathematics and learning fun in interesting activities. When the design of spring outing shopping scheme came to an end in the excitement of children, the teacher made a simple summary: students, you made different choices for spring outing shopping. In fact, what you say, do and calculate are inseparable from two words, that is? Math? ! ? The children suddenly realized that mathematics is around us, and there is mathematics everywhere in life.
Seven, skillfully set exercises to change monotony into diversity.
Practice is an important means for students to master knowledge, form skills and develop intelligence. The design of classroom exercises should make full use of students' curiosity, enthusiasm and competitiveness, and arrange some game exercises in time to enhance students' interest in learning. Interest is the best teacher, and it is the internal motivation to motivate students to actively study and think. Only when students enjoy learning can they start their internal motivation, actively participate in the teaching process, acquire knowledge and finally enter their hearts. This requires teachers to study the teaching materials carefully, grasp the knowledge structure of the teaching materials and tap the intelligent factors of the teaching materials when designing classroom exercises. When designing exercises, we must change the boring questioning tactics in the past and pay attention to the interest of the questions. After explaining the new knowledge, we should arrange consolidation exercises, that is, through questions, performances and other forms, we can know the understanding degree of all kinds of students to the new knowledge in time. The purpose is to let students deepen their understanding, eliminate problems and try to digest new knowledge in class.
Psychological experiments show that the change of stimulus can attract students' attention and interest. Therefore, teachers can skillfully practice variants according to the teaching content, stimulate students' strong interest in learning mathematics, create a good classroom atmosphere, and make students' practice effect enter the best state.
Like teaching? Multiples and divisors? At this time, the teacher took out the digital card and said, it is a multiple of 2, except 2, please leave the classroom. Please leave the classroom except about three or three students. ? Until there are only some prime numbers such as 1. At this time, the remaining students can't sit still. Teacher: What should I do? Some students said:? Teacher, you said that students who are around 1 and multiples of 1 leave the classroom, so we can leave. ? In this way, the practice design consolidates what students have learned, adjusts the learning atmosphere, improves students' interest in learning, and achieves good practice effect, which reflects students' enthusiasm for new knowledge. Understand, consolidate, deepen and develop? This process. Classroom exercises should not only focus on quantity, but also on quality. How are you? And then what? Fun? Work hard on words.
Interest can play a directional, continuous and internal driving and strengthening role in students' learning, improve their interest in practice, entertain and make practice interesting, which can not only reduce students' psychological burden, but also change? Passive learning? For what? Active learning? , effectively improve the quality of practice, enhance the effect, and truly achieve the purpose of practice.
Interest is the best teacher. In primary school mathematics teaching, if teachers pay attention to the cultivation of students' interest in learning, create a pleasant teaching situation for students, create a harmonious relationship between teachers and students and a relaxed and happy learning environment, and adopt flexible teaching methods to let students learn by doing, students will learn actively and easily.
Mathematics curriculum standards point out that teaching should not only consider the characteristics of mathematics itself, but also follow students' psychological laws of learning mathematics, emphasizing the mathematization of life scenes from students' life experiences, bringing mathematics into life and enhancing students' awareness of applying mathematics. This requires us to carefully create teaching situations in classroom teaching, induce students to actively participate, and keep students in a state of passion. In classroom teaching, we should pay special attention to emotional factors, stimulate students' enthusiasm for thinking, fully respect students' individuality, care about students' development, achieve harmony between teachers and students, exchange emotions, create a democratic, equal and harmonious atmosphere, organically combine cognition and emotion, and promote students' all-round development.