How to improve the quality of mathematics teaching in the second grade of primary school We know that the mathematics teaching under the guidance of new curriculum standards, new ideas and new textbooks is very different from that of our childhood, so we must strengthen our study, research and attempt. Next, I will talk about my understanding from three aspects and some practices in my teaching practice: first, the classroom is the main position to realize the efficiency of mathematics teaching, and the classroom is the stage for teachers to realize and show themselves; It is the holy land for students to learn knowledge and grow constantly, and the main position and battlefield for teachers and students to work together to improve teaching effect. The battle of "main battlefield" was well fought, and the teaching efficiency and quality were improved. In order to get better efficiency in class, I think we should do the following in teaching. 1, carefully study textbooks, pay attention to the relationship between old and new textbooks, understand the compilation characteristics of junior high school textbooks, and understand the cognitive characteristics of junior high school students. It is best to have a deep understanding of the intention of the textbook writer. For each part of the content, we should understand its prototype in life and its value in real life. Only by understanding its value and meaning in life can we be moved by these contents. Imagine, if the teacher has never been moved, how can students be moved by such content in teaching? Can students learn these contents well? Therefore, it is every teacher's duty not to attend an unprepared class. 2. Use vivid and interesting materials that are closely related to children's lives. Let children learn mathematics in specific situations. First-year mathematics textbooks attach great importance to students' life choices, and stimulate children's enthusiasm for learning with their life experiences. Almost every topic introduces students' life prototype. The principle of constructivism teaching theory clearly points out: "The complex learning field should be aimed at learners' past experiences and interests. Only in this way can we stimulate learners' enthusiasm for learning and learn actively. " It can be seen that the stimulation of students' learning initiative has a great relationship with the choice of learning materials close to students' reality. Students' life experience has the following functions: (1) Experience the value of mathematics in life and stimulate their interest in learning (internal and external activities); (2) To provide students with a cognitive platform with life experience. Each unit of the first grade mathematics textbook has a large number of pictures, aiming at stimulating students' interest in learning and teaching a certain knowledge point as novel and entertaining as possible. Minimize mechanical procedures and enhance students' interest in learning. Such as the use of colorful teaching AIDS, novel riddles, interesting stories and fascinating games. Try to make students feel novel, novel, fresh and attractive. For example, when I was teaching and understanding, I designed a children's song: "Tick-tock, tick-tock, can say that there is no mouth, can walk without legs, and it will tell us when to sleep and when to get up." Please guess what it is. Introduce topics naturally by guessing riddles. The students' attention was quickly attracted to their studies. Full of interest in learning, the learning effect is excellent. 3. Provide students with exploration space and guide children to think independently and cooperate and communicate. "People's knowledge is not passively accepted, but actively constructed through their own experience." Teaching materials follow this teaching concept, and use various ways to guide students to construct their own knowledge, so that students can experience the learning process in the process of knowledge construction. In order to guide students to actively construct knowledge, the following measures have been taken. (1) Build a cognitive platform for students. Students' structure is learned through their own experiences. Whether there is necessary experience or not, the necessary experience will inevitably affect students' interest in active construction, or even fail to actively construct. Students' experience mainly consists of the following aspects: A, life experience B, knowledge cognition foundation C, and cognitive strategies. So I actively help students prepare for cognition. For example, before teaching 1 1-20 numbers and carry addition, we should strengthen our understanding of 10 and actively use students' life experience to organize students to participate in learning activities, such as "knowing elements, angles, minutes" and "knowing clocks", which will directly affect students' life experience of learning new knowledge. It also pays attention to the cultivation of cognitive strategies, such as guiding students to think about the connection and difference between new knowledge and original knowledge, and promoting the learning of new knowledge by using original knowledge. (2) Cultivate students' problem consciousness. All thinking begins with the problem. In order to promote students' thinking, teaching should cultivate students' problem consciousness. Therefore, in teaching, I pay attention to the design of problem scenarios and use specific scenarios. (such as life scenes: how to send a car), unusual scenes (there are as many trees on each side and as many people in each group), and strange things (such as different portraits from different angles in the next period of Senior One), which can not be solved in theory and practice, trigger students' cognitive conflicts, cultivate students' awareness of problems and promote students' thinking and exploration. (3) Advocating independent thinking, independent exploration and cooperative learning. One of the key points of this curriculum reform is to make substantial changes in students' learning. This change embodies the learning style of advocating independent thinking, independent exploration and cooperative learning. I pay special attention to the following problems in teaching: ① While advocating cooperative learning, we should first pay attention to independent thinking and communicate after each student comes up with his own opinions. Attention should be paid not only to students' behavioral participation, but also to students' emotional participation. Because simple behavior participation can't promote the development of students' advanced thinking ability, only the learning style with positive emotional experience and deep cognitive participation as the core can promote the improvement of students' all-round quality, including advanced thinking. (2) Independent thinking is often combined with learning tools or experiments, such as "Comparison, Recognition, Reading and Writing" in the first volume of senior one mathematics. It emphasizes that the action representation of operation and experiment is supported by the representation of thinking, and the use of hand, brain and mouth promotes students' understanding of knowledge. I deeply realize that the operations and experiments in the textbook are also different from those in the original textbook, and most of the original operations and experiments are based on certain conclusions. The new textbook is based on the phenomenon and feels the "need". The former emphasizes conclusion, while the latter emphasizes process. Only experiments that emphasize the process are learning experiments. 4. Make the learning content intuitive and colorful. Modern cognitive psychology research shows that the learning process of junior middle school mathematics should follow the cognitive process of "action-perception-representation-concept and symbol". In this process, action or perception is the starting point of cognition and a key step to construct knowledge independently. Representation is to form the corresponding image of cognitive object in mind on the basis of operation or observation, and it is the intermediary of the transformation from knowledge structure to cognitive structure. Finally, the representation is deeply processed in the mind, and the perceptual knowledge is raised to rational knowledge and then the concept is formed. This cognitive process of students objectively requires that the teaching content should be intuitive and vivid, so as to help students perceive new knowledge. To this end, I try to consider the intuitive image when designing teaching. The intuitive teaching content is also reflected in the measures proposed in the textbook. For example, in the first volume of Senior One, students are required to roll with spheres, cylinders, cuboids and cubes, and build blocks with these objects. Through the organization of these operation activities, students are guided to know objects intuitively. The teaching content is taught in the way of "intuition-semi-abstraction-abstraction". This method accords with children's cognitive law and is proved to be effective by experiments. Classroom activities are also an important link to strengthen intuitive operation and help students understand knowledge deeply. However, unlike the previous operations, most of them deepen their understanding of what they have learned through comparative operations or cooperative learning. Classroom activities are arranged at the back of almost every topic in the textbook, and the forms of activities are colorful and operable. Colorful classroom activities make the teaching process lively and popular with teachers and students. Therefore, I firmly grasp the classroom activities as a teaching resource. Strengthen and consolidate what you have learned. The thinking of junior students is intuitive and concrete, and their understanding and mastery of knowledge and concepts depend on physical objects. Let students operate by hands, which not only conforms to the cognitive law of primary school students, enriches their perceptual knowledge and enhances the learning effect, but also changes the boring teaching methods told by teachers to students and makes them interested in learning. For example, when teaching "the understanding of six", I first ask students to put pictures with wooden sticks and guide them to think that six can be divided into 1 and 5,2 and 4,3 and 3. Let students not only know 6 easily, but also learn the decomposition and composition of 6 with interest in the process of hands-on operation, so that students can realize that learning knowledge is a very interesting thing. 5. Pay attention to mathematical culture and cultivate students' interest in learning mathematics and mathematical thoughts. Mathematical culture mainly includes mathematical historical materials, mathematical anecdotes and stories of mathematicians. Its main function is to help students understand the generation and development of mathematical knowledge and the evolution of measuring tools, all of which stem from the needs of human life, understand the role of mathematics in human development, and stimulate students' interest in learning mathematics. In my opinion, the first grade has a lot of mathematical culture, such as the appearance of numbers, the evolution of timing tools, the origin of addition and subtraction symbols, the origin of money and so on. Introducing these mathematical cultures to students in time can enrich the teaching content, broaden students' horizons and improve their interest in learning. In addition, cartoons, a familiar way for children, are presented, and pictures are used instead of words, which are simple, concrete, vivid and interesting and easy for students to read. Using comic books to introduce mathematical culture to students is very popular with students and has good results. Our front-line teachers should strengthen this work. 6. Reflect the learning method teaching, benefit learning and guide learning (1) organically combine knowledge learning, ability training and emotional experience. For example, while learning 1-9 knowledge, we should cultivate students' operational ability and multi-directional thinking ability, introduce life cases of buying pencils, make students realize the life value of what they have learned, and cultivate their passionate feelings about mathematics learning. In this way, students not only gain knowledge from a theme, but also improve their ability and feelings. Combining the three goals is conducive to the overall improvement of students' quality. (2) The classroom design should be conducive to the interaction between teachers and students. When I deal with the teaching of every knowledge content, I always put my learning activities in a social environment and promote the interaction between teachers and students through this environment. For example, set up an environment for buying pencils, ask questions in this environment, promote students' thinking, promote students' communication with students and teachers, and form a teaching process of scene shaping-asking questions-discussing between teachers and students-solving problems-using knowledge. Almost every knowledge point in the textbook has a corresponding cognitive environment. We should take advantage of this to effectively promote the interaction between teachers and students, and form teaching with "independent thinking, cooperation and communication" as the main form. A lively classroom atmosphere can firmly grasp students' attention and stimulate their thirst for knowledge. According to the characteristics of children, it can take many forms, such as guessing, telling stories, password matching, games, operations and so on. No matter which form is just right, you can get good results. For example, when I was teaching "the addition of seven plus several", I designed a game for monkeys to pick peaches and let the children play the role of little monkeys. Each little monkey takes a formula of "seven plus several" to pick peaches, and the answer to this question is written on it. Whoever picks the right peach will get it, and the children are eager to compete. The students were deeply impressed by the wonderful use of "plus ten method" in the game, and then I went on to show the formula "6+7 =" As a result, the children were in high spirits and came up with three methods at once. In this way, we not only reviewed the ten methods of thinking seven times and thinking twice, but also reviewed the position of exchange addend and the unchangeable knowledge. Smart children will also introduce the method of seeing 6 and thinking 4, which will lay a good foundation for learning 6 plus several in the next class. It can be seen that good teaching methods can achieve twice the result with half the effort. (3) Encourage students to reflect the guidance of mathematics to inspire children's imagination and thinking as much as possible in the teaching of imagination and thinking, and use "Think about it: What new problems have you encountered in calculation"? And pay attention to cultivating students' multi-directional thinking ability with "I think so too". Develop students' imagination by means of "What did you find after playing" and "Guess what the result is". Second, pay attention to the arrangement, correction and evaluation of exercises. In the textbook, each chapter has a certain number of exercises. These exercises are an important means for students to understand, master and consolidate what they have learned, and also an important way to develop students' intelligence and test teachers' teaching effect. Therefore, arranging, correcting and commenting on these exercises plays an extremely important role in improving the quality of primary school mathematics. We should arrange exercises after each class, and these exercises are planned and purposeful. It is carried out by grasping the content of teaching materials and the reality of students. The arrangement of exercises directly affects the teaching effect, so it is extremely important for teachers to design and arrange exercises after class. (1) Basic principles for designing and arranging exercises 1. Objective The practice of principle is to serve teaching, so the design and arrangement of practice should focus on teaching emphasis, difficulty and teaching purpose. That is, from ① to give priority to "double basic" training, so that students can master basic skills; (2) Combining knowledge with skills to deepen the understanding and consolidation of the learned knowledge; (3) Help students to sum up what they have learned and master what they have learned systematically; ④ Design layout exercises are helpful to train students' thinking and develop their intelligence. 2. The principle of order In order to learn new knowledge, we can design and arrange some exercises and preview assignments related to the new curriculum; After learning a new knowledge, in order to make students digest and consolidate what they have learned in time, they can design and arrange consolidation homework related to what they have learned that day; In order to broaden students' horizons, develop their intelligence and cultivate their ability, we can design and arrange some expanding, improving and penetrating exercises. After learning a chapter, in order to make students systematize and organize their knowledge, they can design and arrange related review assignments; In order to let parents know the students' learning situation in time and give targeted guidance to their children, cooperative homework is also designed and arranged for parents to implement. 3. The typicality of the typicality principle exercise, that is, choose a representative one that can best reflect the law of solving problems, and draw inferences from others; But also avoids too many simple mechanical repetitions. 4. Diversification of the practice forms of the principle of diversity can avoid boring practice. Cultivating students' logical thinking ability from different angles can stimulate students' interest in learning. Generally speaking, it belongs to basic knowledge such as concepts and rules, and most of them are designed to fill in the blanks, choose, judge and correct mistakes. It belongs to general design comparison, number transformation, judgment, correction, filling in the blanks, reasoning and exploration in formula problem calculation; Those who belong to the preliminary knowledge of geometry can also design some practical problems. At the same time, in order to make the practice forms rich and varied, students should use their brains, hands and hearts in practice, and pay attention to the combination of oral calculation and written calculation; Combining oral answers with solving interesting questions; Combine discussion with operation. 5. Targeted design and arrangement of exercises is an important measure to improve the efficiency of practical teaching. Therefore, when designing and arranging exercises, we should overcome the tendency of subjectivism and formalism, aim at the reality of teaching materials and students' foundation and face the majority. We should not only pay attention to arranging exercises that highlight key points, strengthen exercises that grasp difficult points, but also pay attention to finding problems, arrange relevant exercises in a targeted manner, and teach students in accordance with their aptitude. Generally speaking, before Protestantism, we should design and arrange preview exercises, try to learn new knowledge, design special exercises for key and difficult points of teaching materials, design judgment, selection and comparison exercises for confusing concepts, and design comprehensive exercises for unit teaching. Flexible homework exercises with different requirements are designed for students of different levels, which makes the exercises both targeted and possible. (2) Problems that should be paid attention to when assigning exercises 1. Correct use of textbook exercises and appropriate supplementary exercises II. Pay attention to the scientific practice arrangement 3. The exercise form should be appropriate and the difficulty should be moderate. (3) Exercising to improve students' thinking is one of the main curriculum standards of mathematics, and the review class should undertake the mission of completing this curriculum goal. As a characteristic of class type, the way to improve students' thinking in review class is to carry out layered exercises in line with classroom practice. Of course, layered practice is not the patent of review class, but there is no doubt that the practice of review class must be layered. Before teaching new knowledge in the unit, students have individual differences. After learning the whole unit, students of different levels have more obvious differences in mastering unit knowledge. Imagine that several students of different levels are still doing the same topic in the review class, so where is the pertinence of learning? Where can we talk about the improvement of thinking? It is an objective need to implement stratification, and how to stratify is a problem we must consider. To ensure the effect of layering exercises, two levels of layering must be done well: 1. Students' stratification is the premise and condition of practicing stratification. Without the stratification of students, the stratification of practice will become meaningless. Students' stratification should be a combination of subjective (teachers' daily observation) and objective (statistics of wrong questions in unit exercises). Don't have too many layers, generally three layers are appropriate. 2. The layering of exercises should be the foundation and support of students' layering, and the number and difficulty of layering exercises should meet the actual needs of students at different levels. It is reasonable to divide the difficulty of general exercises into three levels. From low to high, it can be divided into basic exercises, improvement exercises and development exercises.