First, deal with the relationship between "reviewing the ground" and "creating the situation".
Review bedding is the carrier between the knowledge arrangement system and the starting point of students' logical cognition. The textbook presents a static state of knowledge, and the organizer of the textbook only sets the test preparation questions from the perspective of students' cognitive characteristics and psychological laws in theory, striving to build new knowledge points and effectively assimilate, adapt and migrate with students' recent development fields. Understanding the exam preparation questions (reviewing exam preparation) is helpful for teachers to understand the overall system of teaching materials and provide important basis and reference for teachers to grasp the cognitive starting point of students' logical starting point.
Review foreshadowing is the adjustment and supplement to the original cognitive structure when students learn new knowledge. The process of students learning new knowledge is a process of self-construction. It is necessary to review the contradiction or vacancy between students' original cognitive state and new knowledge, so as to pave the way for communication and filling. When students have the ability of self-construction, there is no need for teachers to restrain students' development, and there is no need to prepare for review at this time. On the contrary, teachers should pave the way for review, guide and prompt students to review the original knowledge system plate, so that they can better find the corresponding knowledge plate for construction and induction.
Paying attention to the situation is one of the important topics in the new curriculum reform teaching. In the preface of Compulsory Education Mathematics Curriculum Standard (Experimental Draft), it is pointed out that "let students experience the process of abstracting practical problems into mathematical models and explaining and applying them", and in the Curriculum Implementation Proposal, it is also put forward that "let students learn mathematics in vivid and concrete situations". Indeed, creating effective mathematics situations can stimulate students' interest in learning and provide them with a good learning environment.
After determining the teaching objectives, teachers should have a certain purpose in the arrangement of each link, which should not only closely follow the mathematical knowledge or skills to be taught, but also become a mere formality. The reason why classroom teaching needs to create situations is mainly for students to study better, not to follow the fashion and create situations for the sake of creating situations. In the case, the teacher's situation also played a certain role, but it was too circuitous, with too much irrelevant information, which took up students' precious learning time, and the teaching effect was mediocre and lacked optimization ideas. Teachers should design the best teaching activities, extract mathematical problems from situations in time, and let students carry out inquiry activities.
The situation creation in mathematics class should serve students in learning mathematics, make them pay attention to the situation from the perspective of mathematics, provide support for the study of mathematical knowledge and skills, and provide soil for the development of mathematical thinking. At the same time, it is necessary to guide students to ask mathematical questions from the situation in time, and to find and think from the perspective of mathematics ... Creating a situation can neither be superficial and lively, nor can it stick to too much non-mathematical information, or interfere with or weaken the learning of mathematical knowledge and skills and the development of mathematical thinking.
Traditional mathematics classroom teaching is generally carried out according to the following process: checking and reviewing-revealing topics-Protestantism-consolidating-summarizing-assigning homework. Teachers are also used to this process to prepare lessons for class. At present, all the provincial textbooks we use are compiled according to class hours. This arrangement reflects the formation process of knowledge. Except for a few new lectures, each class is generally arranged with "preparing questions, giving examples, trying and practicing", which reflects the internal relationship between knowledge and students' cognitive characteristics and permeates learning methods and teaching methods into the teaching materials. This kind of compilation is easy for teachers to master and can be used with a little treatment.
For example, when teaching "one-digit-pen-two-digit multiplication", teachers can do this: review first, calculate13× 2 vertically; Then change one of the numbers to make it a new formula, such as 17×2, 13×3, 13×6, 43×2, 73×2, 15×2, etc. Guide students to classify formulas according to whether they carry them or not. Select a topic that needs to be carried as an example to discuss and summarize the calculation method of one-digit multiplication. Try to practice other formulas, and finally students can practice each other.
There is no "vivid" situation in teaching, but under the guidance of teachers, students are allowed to introduce old knowledge naturally. By comparing and feeling the similarities and differences of calculation methods, they have a relatively complete understanding of multiplying two digits by one digit: carry and non-carry, and feel the connection and difference of knowledge.
So what is the preparation for review? Or create a situation?
First of all, I think it is our teacher's view on the use of teaching materials. The textbook presents a kind of static knowledge, which is just an example, not all knowledge. There is no doubt that when we use textbooks, we start with preparation questions (review and preparation). But if we are preparing lessons, try to think from the students' point of view: what do I already know about this knowledge? Then, we will have a brand-new idea when preparing lessons. It will be more appropriate to deal with whether the "review bedding" should be abandoned or left. When students have fully possessed the old knowledge needed to learn new knowledge, then at this time we can consider designing this link as creating a situation.
Secondly, it is the application of teachers' teaching strategies. People always have some scruples about whether to prepare for review or create situations (especially in today's curriculum reform). They always feel that if they still use review as a foreshadowing, they will feel that they are still wandering in the old ideas and have no updated ideas. In fact, what kind of teaching links are designed, in the final analysis, is actually to serve students' learning. This link is not necessary, depending on the students' situation, we can also change the review before class, create a novel, harmonious, interesting and close-to-life teaching situation, stimulate students' internal learning needs and let students actively participate in learning activities. For example, when teaching "two-digit abdication subtraction", a teacher first shows students' favorite toys and their prices with multimedia, such as car 24 yuan, panda 35 yuan, plane 27 yuan and doll 17 yuan. Then the teacher works as a salesman, asking students to buy their favorite toys with 50 yuan money, and asking the following questions: (1) Thinking while shopping, how much does the toy you bought cost? How to form? (2) Try to calculate independently. (3) Focus on one of them. Starting from the problem situation created before class, let students learn in activities and take the initiative to learn. You can also change the creation of situations into preparation for review, or use both at the same time. For example, when learning "abdication subtraction from two digits to one digit", what needs to be reviewed is the subtraction from ten digits to one digit and the abdication subtraction within 20. If students have a good grasp of this knowledge, then teachers can design this link to create situations, let students ask questions, and try to build learning materials for the new curriculum. However, if it is found that students do not have a good grasp of the knowledge that needs to be reviewed, teachers can arrange the review immediately according to the students' needs.
In teaching, teachers should carefully study teaching materials, study our students, and use reasonable teaching strategies to design and arrange teaching content and teaching process, so as to make teaching more suitable for students' learning.
Second, strengthen the "interactivity" of group communication.
Group cooperation and communication is a good teaching form, with wide participation and high efficiency. However, cooperation and communication are not always possible, but we should choose the right time to ensure effective communication.
Choose a problem with communication value. Most of the reasons why students can't discuss in groups are that the questions designed by teachers are too simple, have no communication value, and students have no communication needs. Therefore, the problem of making students communicate in groups must be "difficult" and it is difficult for individuals to complete; "Difference" is difficult to unify; Or an open-ended question with "multiple answers".
Generally speaking, for several problems of the same type, each member of the group should do one first, and then communicate with each other, so that everyone can get the opportunity to practice and achieve the goal of reducing the burden and increasing efficiency; Hands-on operation, group cooperation, let team members form a tacit understanding with others, * * * cooperate with the operation, * * * enjoy the good quality of success, and cultivate students' hands-on ability. For example, when sorting out schoolbags, let the group cooperate and get them according to certain classification standards. Results In a group, some members took math books and math exercise books, some took Chinese books and Chinese exercise books, and the rest took non-Chinese, math books and exercise books. There are other groups, some with big notebooks and exercise books, some with small notebooks and exercise books ... In this way, students mobilize the participation of many senses such as eyes, ears, mouth, hands and brain in the process of hands-on operation, so that cooperation can be carried out effectively; Cooperation and communication when the answers to questions are diverse can broaden students' thinking. The new textbook has many open questions and diverse answers, while students are single-minded and often can't think of multiple answers. At this time, group cooperation and communication are adopted, and students encourage and promote each other. In this cooperative atmosphere, the spark of innovation can often come up with unexpected answers, thus expanding thinking and cultivating students' good habits of learning from others.
The communication between teachers and students should not only be guided, but also be detailed into specific behaviors (including procedures and communication tone, etc. ).
For example, teachers can put forward the following guiding requirements before group communication:
(1) Everyone should pay attention to the group. Whose idea is different from yours? What is the difference? Do you understand your classmates' ideas? Is his idea correct? What is there to learn? What advice can you give him?
(2) Summarize your group's ideas and think about what to say to the class.
Teachers can also let students experience the feelings of communication from the following two aspects:
1. Successful experience. In the process of students' communication activities, teachers should actively evaluate students' communication achievements by means of uncertainty evaluation, improve students' cognitive level of communication activities, make students feel positively about communication needs, and maintain and support them.
2. Equality and mutual assistance. In the process of communication, teachers should be good at establishing equal and mutual assistance between teachers and students, fully believe in students' ability, lower their status to the level of students, let students fully display their thinking achievements, discuss and communicate with teachers and students, and enhance emotional communication between teachers and students in an equal atmosphere.
Teachers should pay attention to stimulating interest with questions, setting question situations and stimulating students' communication consciousness; Let students realize that different ideas and methods may be produced from different angles, whether it is the acquisition of knowledge or the solution of mathematical problems. Cooperation can stimulate wisdom and play a complementary role. Teachers should make positive comments on students' communication activities in time. Don't take a perfect answer as the only criterion for evaluating the results, but aim at students' answers, affirm their positive factors, advocate the organic combination of intra-group cooperation and inter-group competition, and promote students' positive response to exchange activities. Teachers should give students enough communication space and time to satisfy their successful experience, stimulate their motivation to actively participate in communication and cultivate their communication consciousness.
Third, the effectiveness of "practice"
Exercise is an important part of primary school mathematics, an indispensable link in students' learning process, the main means for students to master knowledge, form skills and develop intelligence, an effective method to improve students' ability to solve simple practical problems with knowledge, and the main way for teachers to understand students' knowledge mastery. High-quality classroom teaching must be based on high practical quality.
In actual teaching, some teachers do not pay attention to the selection and application of exercises, have no strong consciousness of reforming or writing exercises according to the actual teaching, and rarely design some mathematical situational problems to guide students to apply knowledge to solve practical problems. Many exercises are only simple imitation operations, and the organization of exercises is also relatively random, which leads to the inefficiency of students' practice. How to give full play to the proper function of practice and improve the actual effect of practice?
I think to improve the effectiveness of students' practice, we must deal with the relationship between quality and quantity in practice. Mathematical practice cannot be based on quantity. If you blindly increase the amount of practice, similar problems will be done repeatedly, which will lead to many ineffective and inefficient exercises, and students will get twice the result with half the effort. However, if we only pay attention to the "quality" of practice, the amount of practice is too small, so it is difficult to consolidate knowledge and promote development. Therefore, when designing and organizing exercises, teachers should carefully design some exercises that are "time-consuming, high-quality, informative and highly developmental", and design and use each exercise well, so that students can gain something from practicing a problem, realize the rules in practice, and achieve the effect of drawing inferences from others.
Also, in the practice process, our teachers should give appropriate guidance to prevent students from spending too much time practicing and making unnecessary mistakes because of blind attempts, so as to achieve the best practice effect. But it must be noted that the more guidance, the better. Teachers should "squat down and look at the children's world" when guiding, follow the ways and laws of students' thinking, and make the best use of the situation. Teachers should try their best to let students know the purpose of practice, make clear the basis of practice, and improve students' initiative and strategy level. However, there are some differences in students' individual development and their cognitive level is not uniform. "Everyone gets the necessary mathematics, and different people get different development in mathematics" is a new concept advocated by the new curriculum standard. Therefore, practical teaching should proceed from reality and pay attention to teaching students in accordance with their aptitude. According to students' personality differences, the amount and content of exercises should be handled flexibly to adapt to students' individual differences, so that every student can develop and different students can develop differently.
Students will inevitably have different degrees of confusion in practice, which requires strengthening the guidance of practice and promoting students' internalization of knowledge. In practice guidance, teachers should collect teaching information in time, understand the learning situation of students at all levels, and give different guidance to different students, with emphasis on the guidance of thinking methods. For example, when teaching the division of the divider as a decimal, after putting forward the test question of "0.065÷0.5" and making a preliminary discussion on the method of solving the problem, instruct the students to "learn from the teacher if you think what you can already calculate can be calculated independently, and what you can't". As a result, most students began to calculate independently, and five students went to the podium to learn from the teacher without trying to calculate. Together with these five students, I started from "A pencil costs 50 cents, how many can I buy at 1 50 cents?" The purpose of studying this simple problem is to guide students to understand arithmetic. Finally, collect all kinds of algorithm guidance in students' attempts, so that different students can understand the algorithm through different channels. Secondly, teachers should also pay attention to the individual differences of students and adopt different evaluation feedback methods for different students when implementing evaluation. For example, there are different evaluation languages for different students in oral evaluation, so that students can have the emotional experience of learning successfully, thus becoming interested in mathematics, and let students understand the reasonable attribution of exercise results from the teacher's personalized evaluation language.
As an important link in the teaching process, each of our teachers should update their educational concepts and strengthen the research on exercises. We must carefully design exercises according to the teaching objectives, the characteristics of teaching materials and children's cognitive rules, give full play to the functions of exercises, reduce ineffective or inefficient exercises, improve the benefits of exercises, and make mathematics exercises truly become an important means to cultivate students' innovative spirit and promote students' active development.
I hope all our front-line teachers can grasp the key points of primary school mathematics classroom teaching and improve their ability to control mathematics classroom.