1. What are the key points and difficulties in teaching?
The teaching emphasis is "the premise judgment that occupies a relatively important position in the specific level of the logical structure of the teaching material content", that is, "the content that plays an important role in the whole knowledge system or discipline system". If a knowledge point is the core of a knowledge unit or the cornerstone of subsequent learning or has a wide range of applications, it can be determined that it is the focus of teaching. The focus of primary school mathematics teaching is based on the internal logical structure of mathematics knowledge and exists objectively, so it is the same for every student. Teaching difficulties refer to the knowledge, skills and methods that are too abstract, too far away from the reality of students' lives and too complicated for students to understand and master. The emphases and difficulties in teaching are of different nature. The difficulty is temporary and relative. Once the difficult content is understood and solved by students through teaching, the difficulty no longer exists, which is the temporary nature of the difficulty. The same knowledge and methods may be difficult for some students, but it may not be difficult for some students. This is the relativity of difficulties. The focus is generally stable and long-term (only a few classes are temporary). It will not give up because of students' understanding and mastery, but will run through teaching at a certain teaching stage. This is because most of the key contents play an important role in the knowledge system and educational function. It is precisely because of the different bases of key points and difficulties that some contents are both important and difficult, some are important but not necessarily difficult, some are difficult but not necessarily important, and some are difficult but not necessarily equal to teaching. In the process of perceiving information related to problems, students are confused by old knowledge and experience, and unconsciously use previously familiar knowledge rules to solve new mathematical problems. Lead thinking activities astray. For example, learning to understand the proportional knowledge (3: x = 6: 7) Some students are disturbed by the previous knowledge of solving equations. In the process of solving, he took X as the divisor of the equation and solved it by dividing the divisor by the dividend (x = 3 ÷). For another example, when students learn simplification, it is easy to confuse simplification with comparison. The ratio of simplification is 4: = 10: 1 or 4: () = (), which is one of the difficult manifestations.
Second, how to determine the teaching focus The determination of teaching focus should be judged by analyzing the position and role of learning content in the textbook knowledge system. Each set of teaching materials has its own system, whether it is a knowledge system or a writing form. As long as the knowledge, skills and methods that play an important role in the textbook knowledge system are the focus of teaching, this is clearly reflected in the curriculum standards. The focus of teaching is also determined by the teaching materials. There may be many knowledge points in a class, but generally there are only one or two key points. For example, there are two knowledge points in the section of "Basic Properties of Fractions" in the textbook: 1. What are the basic properties of fractions? The second is to divide a fraction into fractions with different parents but the same size, that is, the application of the basic properties of fractions. Obviously, in these two knowledge points, what is the basic nature of the score should be the focus of this lesson. Because it is the premise of solving the second knowledge point and the basis of students' follow-up study, it is determined as the teaching focus. Experienced teachers can also rely on subjects. The theme of mathematics textbooks is how to determine the key points and difficulties in primary school mathematics teaching □ Chen Lun (40 1 135, Longxing Central Primary School, Yubei District, Chongqing) Abstract Correctly determining the key points and difficulties in teaching is the premise of efficient primary school mathematics teaching and the important guarantee and key to improving the quality of mathematics classroom teaching. In teaching, we should highlight the key points, clarify the difficulties, help students clear their minds, and thus help students learn effectively. Primary school mathematics; Teaching focuses on difficult points and directly reveals the teaching focus. Experienced teachers and teachers who can deeply interpret textbooks can determine the difficulty of teaching at a glance. For example: reciprocal, factor and multiple, the meaning of fraction, etc.
Third, how to determine the teaching difficulties Teaching difficulties are generally analyzed by learning situation, that is, teachers determine the teaching difficulties according to the difficulty of students' learning and understanding of this section in the past or according to the difficulty of knowledge itself combined with students' understanding level. This method is mainly used to determine the teaching difficulties. Specifically, it can be analyzed and determined according to several aspects that form difficulties. At the same time, it should be noted that the difficulties in teaching practice change with time, and the basis of change is the actual situation and cognitive law of students. Teaching materials are fixed, students are dynamic, and the combination of static and dynamic can change with changelessness. There are also many experiences in practice, that is, when we analyze the teaching difficulties, we actually need to think about a problem, that is, there is still a difference between our adult thinking and students' thinking, so we should learn to put ourselves in the shoes when judging the teaching difficulties. We must distinguish between teaching emphasis and teaching difficulty. Some contents in teaching are both difficult and important. Some contents are important but not necessarily difficult, and some contents are difficult but not necessarily important. Generally speaking, what makes most students feel difficult is the difficulty of teaching. The difficulty sometimes depends on the actual level of students, and the same problem is not necessarily difficult for different students in different classes. For example, in this class, students can summarize the basic properties of fractions by overlapping, drawing and comparing, which is the focus of teaching, but it is not difficult for students because they have learned the relationship between fractions and division and the constant nature of quotient. With these foundations, it is not difficult to learn new lessons. Therefore, the content of the basic nature of music score is not a difficult point in teaching. Fourth, the requirements for teachers to determine the key points and difficulties in primary school mathematics teaching first requires teachers to have solid mathematical professional knowledge and skills and certain mathematical education theories, which is the basis for accurately determining the key points and difficulties in teaching. Secondly, teachers should be familiar with the knowledge system of primary school mathematics, make full use of curriculum standards, and determine the role and position of each knowledge point in the whole knowledge system. Third, teachers should fully understand the students' situation (learning situation), and on this basis, determine the important and difficult points of teaching according to the difficulty of students' previous learning and understanding of this section or according to the difficulty of knowledge itself combined with students' understanding level. Fourth, teachers should learn to put themselves in others' shoes. The education we face is like a student, so sometimes we have to play the role of a student, especially when analyzing the learning situation and digging out some important and difficult points in learning. We should change our mentality into that of a student and put ourselves in other's shoes. Therefore, as a teacher, it is more difficult to do this. This is also a very big change that we feel in the whole process of new curriculum reform, that is, teachers actually have more autonomy and his space.