Keywords: small class primary school mathematics teaching optimization strategy
Small class teaching is the development trend of contemporary education reform, which embodies the organic combination of holistic and personalized education content. On the one hand, its educational content attaches importance to the combination of cognition and emotional will, and shapes the complete personality of the educational object; On the other hand, provide the most suitable education for each individual's differences. In the exploration and practice of small class teaching, I gradually realized the advantages of small class teaching. How to make use of the advantages of small class teaching to let primary school students enjoy high-quality teaching?
First, create situations, stimulate interest in learning, and strive for everyone to participate in learning.
"Mathematics Curriculum Standards" points out: "Effective mathematics learning activities should not simply rely on imitation and memory, but should be a lively, active and personalized process." Games are students' favorite form of activity. By creating specific game situations, students' problem consciousness is activated, and mathematics problems are linked with students' existing experience, so as to carry out learning activities. "Calling" is a familiar life knowledge for primary school students. When teaching "1 1~20 Understanding Numbers", students can make use of their familiar life experience and play "calling" games in class. Let students exchange their learning feelings and master knowledge and skills in telephone conversation. During class, the teacher made a phone call and said to the students, "Hello! Is Xiaohong there? How many tens and ones are there in 19? " Xiaohong also made a phone call and replied, "19 has 1 10, 9 ones." Then the whole class simulates making phone calls and practices. In this way, the students not only learned how many tens and ones there are in each number of 1 1~20, but also mastered the law of number formation from this game. You can also compare who can make a good phone call in the game to enhance students' sense of competition. Make students learn mathematics knowledge from familiar life experience, and study easily and happily. In a word, games are popular among primary school students and play a very important role in mathematics teaching activities. For primary school students, games make their attention last longer, games make their learning enthusiasm higher, and games make them learn knowledge in a relaxed and happy atmosphere. Therefore, in teaching, teachers should strive to develop various forms of mathematics games, so that students can actively participate in games and play in middle schools and schools to acquire mathematics knowledge and methods, and also promote the improvement of classroom teaching efficiency. Therefore, in mathematics teaching, we should create life situations, stimulate students' enthusiasm for learning, take the initiative to let everyone participate in learning, actively participate in the whole process of teaching, and truly become the masters of learning. Only in this way can students constantly know themselves and develop themselves in teaching activities. Small class teaching provides a favorable guarantee for students to participate in teaching.
Another example is: in the "meeting problem" in the lesson plan, the teacher first analyzes the "knowledge of high-five" with all the students, so that the students can find the law of high-five: that is, the two palms move towards each other and applaud when they meet. Then, the application problems encountered are introduced. In the practice of senior five, students not only understand the characteristics of application problems, but also pay more attention to stimulating students' interest through activities, and students have a strong desire to explore independently. The classroom atmosphere is very active, which has changed the rigid classroom atmosphere in the past. After the activity, the students discussed many problems when they high-fived. Some of them can explain clearly to each other. If they can't explain clearly, they can ask the teacher. After this class, the students not only feel relaxed, but also truly feel that mathematics is closely related to life and realize the importance of learning mathematics.
Second, strengthen the guidance of learning methods, cultivate study habits and realize the interaction between teachers and students.
In the traditional "spoon-feeding" teaching, students learn passively and the learning effect is not high. Suhomlinski said: "Everyone has a deep-rooted need-that is, he wants to feel like a discoverer, researcher and explorer, and this need is particularly strong in the spiritual world of children." Small-class teaching reduces the class size and the teacher-student ratio, thus providing students with more opportunities for practice, dialogue, thinking and cooperation, paying attention to students' subjectivity and providing a platform for their development. Therefore, teachers should pay full attention to the guidance of students' learning methods, not only to impart knowledge, but also to integrate scientific thinking methods and learning methods into students' cognitive structure, so that students can be flexible and learn by analogy, thus cultivating students' conscious and serious study. Under the background of small class, the communication between teachers, students and students is more frequent, which provides convenience for students to learn the law.
Therefore, in mathematics teaching in small classes, teachers should let students try to teach themselves by using existing knowledge, find problems by themselves, and then let students master knowledge through a series of learning exchange activities between teachers and students and students in class. The attempt of mathematics teaching has changed from the traditional teaching before learning, focusing on teaching, focusing on speaking before practicing, focusing on speaking before learning, focusing on speaking after practicing, which embodies the fundamental change of the guiding ideology of mathematics teaching, that is, from the mode of "presentation-indoctrination-passive acceptance" to "guidance-attempt-active acquisition". Under this mode, students' subjective position is truly reflected, and their exploration spirit and innovative consciousness are obtained.
Third, pay attention to teaching students in accordance with their aptitude and scientifically evaluate students.
Small class teaching provides a good opportunity for teaching students in accordance with their aptitude. The number of students in small classes is small, so teachers can understand each student more comprehensively, face different individuals and teach according to the actual situation of students to the maximum extent.
For example, in teaching, students with similar academic qualifications are grouped into one class, and the method of "synchronous teaching and asynchronous learning" is adopted to teach at different levels. Class A students focus on guiding students to learn by themselves and improving their ability to acquire knowledge. The students in Class B focus on solving doubts and helping them finish what they have learned. The focus of class C students is to fill in the blanks. So that all kinds of students can develop. For another example, in the aspect of homework correction, small class teaching can implement face-to-face correction and individual guidance, which is more direct and timely and conducive to the development of students. The feelings between teachers and students are also more harmonious, and the teaching quality of "loving their teachers and believing in their ways" is obviously improved.
At the same time, on the premise of teaching students in accordance with their aptitude, teachers should make full use of the advantages of small classes, adopt flexible, scientific and reasonable evaluation methods such as immediate evaluation, multiple evaluation, hierarchical evaluation, stepless evaluation, incentive evaluation and self-evaluation, and firmly grasp the overall goal of mathematics curriculum determined by the new curriculum, that is, the four requirements for students' mathematics literacy, including knowledge and skills, mathematical thinking, problem solving, emotion and attitude. The evaluation target should closely focus on these aspects and form a multi-dimensional and all-round evaluation target system. Let evaluation not only become the feedback of teaching quality and the basis of teaching regulation, but also give full play to its incentive and guidance functions to promote the improvement and development of students.
Fourthly, information technology and curriculum should be integrated to optimize the learning process.
With the rapid development of information technology and the high requirements of modern society for the quality of talents, information technology has gradually entered the classroom, which has had a far-reaching impact on the development of the whole education. Making full use of modern information technology is the requirement of educational development. Therefore, we should vigorously promote the universal application of information technology in mathematics teaching in rural primary schools, promote the integration of information technology and subject courses, give full play to the advantages of information technology, and provide a colorful educational environment and powerful learning tools for students' learning and development. As a new form of teaching organization, network multimedia teaching is being adopted by more and more schools and plays an active and important role in classroom reform.
In short, teachers teach students not only knowledge and ability, but also independent exploration and development. Small class education has built such a wide and diverse autonomous learning environment, which is an effect that traditional mathematics teaching can not achieve. In order to realize the optimization of mathematics classroom teaching in small classes, improve the effect of classroom teaching, pay attention to the effectiveness of mathematics classroom teaching, and optimize classroom teaching is an unavoidable problem for mathematics teachers. Only by thinking more, researching more and practicing more can we gain something in classroom teaching.