The construction method of efficient mathematics classroom in primary schools 1. Create vivid mathematics learning situations.
In mathematics teaching, teachers should make full use of students' life experience and create vivid and interesting mathematics learning situations. Ask students to ask math questions and try to solve them in this familiar situation. In teaching, teachers should let students build mathematical models and explain and apply them in rich problem situations, so that students can understand and know mathematical knowledge in vivid and concrete situations. In order to germinate students' desire to actively explore new knowledge, cleverly designing new lesson introduction is a powerful measure to make students quickly enter the best learning state, stimulate students' interest in learning, germinate their desire for knowledge and start their cognition.
2. Cleverly stimulate students' interest in learning.
Psychological research shows that the closer the learning content is to students' familiar life background, the higher the students' conscious acceptance of knowledge. In teaching, teachers should combine the teaching content, create some vivid teaching situations as much as possible, and combine the things that students are interested in and familiar with to vividly show the mathematics in life in class, so that the mathematics in students' eyes is no longer simple mathematics, but emotional and energetic knowledge. The teacher's concise, infectious language and ingenious creation will guide students' thinking to be in the best state gradually.
In addition, carry out various forms of auxiliary activities to broaden students' horizons and stimulate students' interest in learning mathematics. Such as: interesting thinking, publishing a math wall newspaper, introducing mathematicians' stories, holding a math party, etc. We should also pay attention to maintaining a pleasant atmosphere in the learning process and teaching process to stabilize students' learning mood. At the same time, teachers should timely and correctly evaluate students' listening, speaking, homework and test papers, and the evaluation should combine affirmation of achievements with pointing out shortcomings, with praise and encouragement as the main task. Through evaluation, students can see their progress, enhance their self-confidence and stimulate their thirst for knowledge.
3. Scientifically set up study groups
The establishment of study groups should be based on the principle of "mobilizing every student to actively participate, exploring and communicating with members, cultivating teamwork spirit and developing students' healthy personality". There are many methods for group cooperative learning. Looking at the research and practice of cooperative learning theory in China, most of them tend to be heterogeneous grouping principle: that is, boys and girls in the class, those who learn well and those who have some difficulties, introverted and extroverted, so as to realize the complementary advantages of each group member in the cooperation process. There should be 4-6 people in each group. In the whole class communication, only the center speaks, without the group leader, and the center spokespersons take turns to speak, so everyone has equal opportunities. The purpose of doing this is to eliminate the authority of top students in cooperative learning, reflect the equality of status and opportunity, and cultivate students' awareness of equal participation. In addition, considering that students' intentional attention time is limited, if they use the same form for a long time, they will lose their freshness and reduce their learning efficiency. Therefore, it is best to adjust the study group once every semester, so that students can have a broader space for mutual learning.
4. Analyze the learning situation and teach students in accordance with their aptitude.
The concept of teaching students in accordance with their aptitude is implemented in the whole process of primary school mathematics teaching, and teachers should also pay attention to the implementation of the concept in classroom teaching. The reason why we should emphasize teaching students in accordance with their aptitude is because the individual differences of students are very obvious in primary school mathematics teaching. In the process of learning mathematics in primary schools, some students learn well, while others learn weakly. In view of this situation, whether in class or after class, teachers should implement different teaching methods and means for different students. In the process of classroom teaching, teachers can adapt to different students' mathematical foundations and abilities by creating teaching situations. For example, teachers can reasonably allocate students with strong learning ability and weak learning ability in class, so that students can exchange and learn. After asking questions, the teacher can choose students to answer according to the difficulty of the questions. In addition, teachers can solve some math problems by grouping students with different math foundation and learning ability, and promote their own development through communication between them.
5. Subject participation, so that students can actively participate in the learning process.
This is the hottest topic in all subjects in primary schools, especially in mathematics teaching, and it is also the direction of mathematics teaching reform in primary schools. This requires teachers to truly regard students as their own masters and knowledge explorers. There is a saying that inspires us, "A math teacher should not trust his mouth too much. Students' knowledge is not spoken, but learned by themselves. " In this regard, teachers must change their ideas and create education suitable for children, rather than selecting children suitable for education. Establish a new teaching concept, teaching is the result of students' active participation and creative development under the guidance of teachers, and how the leading role of teachers is reflected in students' development. Giving students a glass of water is not a question of teachers having a bucket of water and tap water, but educating students how to get water. In order to achieve good classroom effect in mathematics teaching, all students must be guided to actively participate in learning activities. Therefore, in mathematics classroom teaching, teachers should provide activities for students so that every student can participate in learning. Here, we especially emphasize doing, because only through practice can we truly digest and integrate what we have learned; Through practice, students perceive, understand and master mathematical knowledge through "touch".
6. Guide students to think independently and summarize the conclusions.
The new curriculum reform pays attention to students' "independent inquiry, cooperative communication", allowing students to sum up their own conclusions with the help of hands, brains and other organs, and truly become the masters of the classroom, while teachers are only organizers and tutors. For example, when teaching "Comparison of Numbers", I use games to arouse students' learning enthusiasm. At the same time, in teaching, I join the students' games and compare and guess with them. Let the students write a two-digit number first, and I will write a three-digit number for comparison. Let the students write three numbers, I write four numbers, and so on. Let the students discuss and find the rules independently in cooperation, so that the students are not only interested, but also can find the preliminary rules for comparing the sizes of two different digits. Then let the students compare the size of the same number in the game of "guessing numbers", so as to sum up the comparison rules of numbers.
In a word, humor is a witty, implicit and humorous method, which makes people feel interesting and meaningful. In primary school mathematics classroom teaching, it can make teachers' explanations humorous and wise, and has certain artistic charm. Meanwhile. It can also make students feel positive and happy in class, keep their brains active, reduce and offset some tension and fatigue, and improve teaching efficiency.