In mathematics classroom teaching, questions and answers account for the vast majority of the forms of teacher-student interaction. According to Sterling G kalhan, an American education expert, questioning is a control method for teachers to promote students' thinking, evaluate teaching effect and promote students' observation to achieve the expected goal. It can be said that effective questioning is the basis of teacher-student interaction. A good math problem can guide students to actively participate in the interaction of exploration and communication, and cultivate students' problem consciousness. At the same time, every question of teachers in classroom teaching should be meaningful and can arouse students' thinking. Teachers should integrate old and new knowledge in the content of questions, and be in the "nearest development zone" for students with difficulties. The method should be gradual, not overnight, facing all students and mobilizing the enthusiasm of most students. For example, when designing the addition and subtraction teaching of different denominator fractions, a teacher introduced 1/4+ 1/5 and asked, "What are the characteristics of these two fractions?" Obviously, the "center" of this question is not clear, and the students' answers may not reach the main purpose of the teacher's question. (Some will say, "All are true scores." Others will say, "Molecules are all 1." If the question is changed to: "Are the denominators of these two fractions the same? Can fractions with different denominators be added directly? Why? " This kind of question is not only clear-minded, but also crucial, which helps students understand the arithmetic of general points.
2. The teacher's explanation should be standardized.
As the saying goes: "Those who are near the ink are black, and those who are near the ink are black." This shows the influence of environment on personal growth. In other words: teachers' standardized language, fluent expression, logic and organization in class are the charm of mathematics; On the contrary, teachers' language in class is chaotic, unclear and irregular, and students' expressive ability is relatively weak because of long-term influence.
For example, when teaching the practical problem that "a fraction of one number is a fraction of another number", the examples in the book require students to say: What is the length of the yellow ribbon? In teaching, I drew an intuitive view on the blackboard to inspire students to observe and think: according to the requirements, which quantity should be regarded as the unit "1"? How many shares are divided equally? How many yellow ribbons are there? Through students' trial practice, I guide students to correctly express that the length of the red ribbon is regarded as "1", which is divided into four parts on average, and the length of the yellow ribbon is 1 part, so the length of the yellow ribbon is one quarter of that of the red ribbon.
Language is a tool of thinking, and promoting "thinking" by "speaking" in mathematics teaching is conducive to cultivating students' logical thinking.
3. Teachers' feedback on students' wrong questions should be timely and targeted.
Feedback means that learners know their learning results through certain clues. Only when learners get feedback from learning results can evaluation promote learning. After the homework is collected, the teacher should correct it as soon as possible and give feedback, which will help the teacher adjust the teaching; It is helpful for students to find their own shortcomings, strengthen their study, or correct their knowledge mistakes and improve their learning situation.
In view of common mistakes, teachers can concentrate on commenting on students in class; For individual problems, teachers and students can communicate face to face, so that students can fully expose the wrong thinking process, find out the wrong reasons and correct them in time.
Ebbinghaus's "forgetting curve" tells us that forgetting in learning is regular and the process of forgetting is unbalanced, but in the initial stage of memory, the speed of forgetting is very fast, and then gradually slows down. Time is long, almost no longer forgotten. This is the development law of forgetting. According to the principle of "fast first, then slow down" in this forgetting curve, after one day, if students don't review quickly, only 25% of the original knowledge remains (the conclusion of Ebbinghaus's word memory experiment). It can be seen that if the feedback evaluation is not timely, with the students' memory of the exercise content and the reduction of problem-solving ideas, the enthusiasm for seeking correct answers and analyzing the causes of errors will be greatly reduced, and the "forgetting law" will play a role, which is obviously not conducive to correcting mistakes and making up for missing knowledge.
Therefore, teachers must eliminate the influence of negative psychological factors according to the psychological cognitive laws of primary school students, standardize their own teaching in time, and guide students' learning, so as to reduce the occurrence of mistakes in a certain range.
4. Create development thinking space for students, and encourage students to use divergent thinking to study.
Help primary school students have the ability of autonomous learning, and use independent thinking to learn in autonomous learning. In cultivating primary school students' computing ability, teachers should give students room for thinking development within the controllable range (referring to the range of imparting knowledge), and provide students with correct answers in time, and make a little effort when necessary, so that students can find problems themselves in their studies and understand the transformation and application of knowledge points. Under the condition of not affecting the overall class teaching curriculum arrangement, students can think about their own problems and set aside spare time for students to solve them themselves. For example, when teaching the multiplication of two digits, the example "24×25=?" Before the lecture, let the students calculate in a simple way. Student A said, "24 can be divided by 6×4" and then the original question can be transformed into "25×4×6=?" Commutative law using multiplication. . Student B said that "24,25" can be divided into 6×4 and 5×5, respectively, and then "6× 5" and "4× 5" can be combined and multiplied by "multiplicative associative law". Student C said, "Multiplication distribution rate" is also acceptable, and so on. Similarly, in the teaching of "120÷4" and "124÷4" divided by one digit, students' interest in mathematical laws is stimulated, and division is expanded on the basis of multiplication.
Encourage students to have autonomous learning ability. When students have the ability of self-study, they can bravely express their views. This is a typical manifestation of divergent thinking and the embryonic form of the spirit of independent innovation. Students dare to innovate, do not follow the rules and so on, which promotes the improvement of teaching quality.
5. Teachers should be good at analyzing test papers.
After I correct the test paper, I will use a blank test paper to mark the questions one by one. The first is the error record of each question, such as the record of students' wrong answers and the record of the number of mistakes in this question. The second is to analyze the content and key points of the whole test paper. For example, which questions need to be explained and which questions need intensive training. What knowledge points are involved in this question? Write these knowledge points next to this question, which questions need to be briefly discussed and which questions can be omitted, and mark them well. Some questions are very simple, but some children can't do them, so I will write their names next to this question. The purpose of this is to pay special attention to these children or let them do it on the platform when marking papers, and ask other students to help find out the reasons for the mistakes so as to prescribe the right medicine.
6. Let students take the initiative to explore knowledge, realize the truth and draw the law.
In mathematics teaching, teachers should pay attention to the process of exploration and communication, reveal the law of knowledge formation, and let students discover and master the law through the perception-generalization-application of new knowledge. This is not only a process for students to master knowledge, but also a process for developing their abilities. In teaching, I am good at grasping the process of the occurrence and development of knowledge, and using teaching methods such as group discussion, oral process and intuitive demonstration to make students actively explore the laws of knowledge.
7. The workload is not large, and it should be representative and hierarchical.
It is not necessarily a good thing to have a large amount of homework and cover everything. Students will feel bored and have no time to analyze and think. They are just perfunctory and casual. For students, nothing is gained, and at the same time, the teacher is asking for trouble. In view of this situation, teachers must carefully design homework, the number should be small and representative. Students at different levels can do different homework, which can be divided into upper, middle and lower levels or selected as homework in textbooks according to the class situation and students' specific conditions.