How can we improve the effectiveness of classroom exercises in teaching? I think we should do the following:
First, to effectively improve the effectiveness of classroom exercises, first of all, it takes time to ensure.
The so-called time guarantee means that teachers should reasonably determine the time for guiding lessons, exploring new knowledge, consolidating exercises and summing up lessons according to the teaching objectives. The main purpose of classroom practice is to urge students to consolidate and digest the mathematical knowledge or skills they have learned in class, deeply understand and master the newly taught mathematical thinking methods in class, and use these methods flexibly to solve mathematical problems. The practice time in math class should not be too short or too long. If the time is too short and the practice is not sufficient, students will feel tired and bored. Therefore, it is most appropriate to keep the practice time in math class at 15 to 20 minutes. In order to ensure proper practice time, teachers should design teaching plans, design lead-in links and explore new knowledge according to students' actual situation, organize students' inquiry activities, close the time and leave enough practice space.
Second, to effectively improve the effectiveness of classroom exercises, it is necessary to prepare for the design of mathematics classroom exercises, that is, "learning textbooks" and "learning students".
(1) Teachers should study the teaching materials carefully. Generally speaking, the arrangement of exercises in textbooks has both the overall idea and the local design intention, and the intention of each exercise is different. When studying textbooks, teachers need to analyze: ① What are the exercises in the textbooks? ② How are the exercises in the textbook arranged? What's the intention? (3) what are the basic problems of consolidating new knowledge? What exercises are there to combine new knowledge with old knowledge to examine students' application ability? What exercises are the extension questions that help students deepen their understanding and inspire their thinking? After analysis, according to the needs of classroom objectives and teaching steps, the exercises in textbooks are reasonably selected and arranged, and students are purposefully organized to practice, so as to achieve the expected results.
(2) Teachers should have a deep understanding of students. In other words, it is necessary to analyze the actual situation of students, study their existing knowledge base, analyze the difficulties they may encounter in their study from the perspective of students, and design according to the structural characteristics of knowledge, students' cognitive laws and age characteristics. The practice design of each class should consider the acceptance ability of most students, which should not be too difficult or too easy. It is necessary to organize students to learn step by step, understand, consolidate and internalize knowledge, improve their ability to solve problems and expand the depth of knowledge.
Third, to effectively improve the effectiveness of classroom exercises, the design of exercises should do the following:
(1) Make students interested.
Bruner once said: "The best motivation for learning is that students have an innate interest in the materials they learn." All children's learning activities are based on their own emotional needs. Therefore, when designing exercises, teachers should give full consideration to children's psychological characteristics, create problem situations, game situations and competition situations that students like, and integrate knowledge, game, interest and competition to make exercises lively and interesting, with novel forms, which can really stimulate students' curiosity, arouse their enthusiasm for doing exercises and enable students to complete exercises in a relaxed and happy atmosphere.
For example, when I was teaching the sixth grade the volume of a cylinder, I arranged an exercise: Today, the teacher accidentally got two cans of drinks-Coca-Cola and Lulu Almond Dew. A question flashed through the teacher's mind at once. Do the students know what this is? The students' attention was suddenly attracted. Which of the two cans of drinks has the largest volume? Students naturally thought of this problem. After the question was thrown, the students danced and did it correctly. They are very interested and put themselves into intense analysis and calculation. In a short time, the vast majority of students have done this exercise, effectively consolidating new knowledge.
(2) contact with life.
The curriculum standard points out that "mathematics comes from life and is higher than life." The design of math classroom exercises must be close to students' familiar real life, and constantly communicate the knowledge in textbooks with mathematics in life, so that mathematics and life can be integrated, and mathematics can become an important driving force for students' development, so that students can fully realize that "mathematics comes from life, returns to life and serves life." Mathematics in life can be seen everywhere, and learning mathematics is very useful. " Practice is not for class practice, but for problems that actually exist in life and really need to be solved, which makes them more interested in mathematics and wants me to learn mathematics.
(3) Be targeted.
The main purpose of classroom exercises is to encourage students to consolidate and digest the mathematical knowledge or skills they have learned in class, deeply understand and master the newly taught mathematical thinking methods in class, and use these methods flexibly to solve mathematical problems. Therefore, the amount of classroom exercises should be moderate to avoid tedious, mechanical and repetitive exercises. Too much practice will cause stress to students. In order to hurry, students often scribble and calculate at random. In order to catch up with the time, teachers often explain the problem-solving methods themselves. Mechanical repetition of practice often leads to students' weariness of learning, forming a mentality of quantity and quality, and the purpose of practice cannot be achieved. In the classroom, according to the teaching objectives, difficulties and students' actual situation, we should carefully select and design targeted practical content for students' knowledge that is easy to make mistakes, forget and confuse, so as to liberate students from heavy mechanical practice and enable students to sublimate knowledge, master skills, form abilities and develop thinking in practice. For example, when teaching "Preliminary Understanding of Multiplication" in Grade Two, aiming at the teaching goal: "You can illustrate the meaning of multiplication formula with examples, and you will rewrite several multiplication formulas with the same number", you can design the following exercises:
1, tell the meaning of each number in () × () = ().
2. Rewriting 4+4+4 into multiplication formula is
Rewriting 3+3+3+3 into a multiplication formula is
3. Rewriting 5×3 into the addition formula is
(4) Do more open exercises.
The new curriculum standard of primary school mathematics points out that classroom practice should not be limited to consolidating knowledge, operating skills and solving standard problems, but should pay attention to informal reasoning such as premonition experience, trying, induction, guessing analogy and open problems such as incomplete conditions, diverse problem-solving strategies and uncertain conclusions. The practice of single form and unique answers is not conducive to the cultivation of students' inquiry spirit, innovative consciousness and divergent thinking ability. Moreover, students often feel bored when practicing, and many students do not participate in the practice, so the practice atmosphere is dull and the effect can be imagined. Therefore, teachers should design more open exercises in teaching, so that students' interest in mathematics and enthusiasm for inquiry can be fully stimulated and problems can be solved in cooperative inquiry.
For example, when teaching "How long is lace" in Grade Three, you can design an exercise question like this: You and your deskmate use 12 sticks to set a rectangle, how many sticks can you put at most, and how many are used for length and width? In the face of open practice, students' thinking is fully opened and they are involved in the inquiry of problems from multiple angles, which not only avoids boring practice, but also effectively consolidates new knowledge and improves students' ability to use knowledge flexibly.
(5) Be horizontal and sloping.
The design of classroom exercises should be based on the individual differences of students and the needs of students' different learning abilities. Generally speaking, it should be from simple to complex, from easy to difficult, from routine practice to variant practice, from basic practice to comprehensive practice, from the consolidation of basic knowledge to the training of basic skills, step by step. For students with poor learning ability, the types and contents of exercises are as similar as possible to those in textbooks, and only basic knowledge and skills are needed; (2) For students with moderate learning ability, the types and contents of exercises should be appropriately changed on the basis of textbooks, and they are required to combine textbook knowledge with life and deal with problems flexibly after mastering basic knowledge and skills; (3) For students with strong learning ability, the form and content of exercises can be richer, more open and more difficult, so that they can go out of textbooks, go to life and explore relevant knowledge independently. In the classroom, we should encourage students to challenge and surpass themselves, strive to complete more difficult exercises and avoid "one size fits all", which can not only reduce the pressure on students with poor learning ability, protect their enthusiasm and self-confidence, but also let students at all levels experience the sense of success in "breaking through obstacles" and challenging themselves.
(6) Various forms.
Math classroom exercises should be diversified and flexible, including filling in the blanks, judging, choosing, calculating, calculating by mouth, estimating, solving problems, operating problems and practical problems. We can combine written practice with oral practice instead of paying attention to written practice and ignoring oral calculation and estimation. At the same time, flexible and diverse forms of practice are more likely to attract students' attention, arouse their enthusiasm and make practice play its role.
Fourthly, to effectively improve the effectiveness of classroom exercises, teachers should play an evaluation role.
An encouraging word can often inspire an enterprising heart. Therefore, the role of evaluation can not be ignored. In classroom practice, teachers should tolerate children's shortcomings, affirm children's views, find children's bright spots, carry forward children's advantages and play the role of evaluation.
When evaluating students, simple "right", "good", "very good" and "great" can't motivate them well. In actual teaching, teachers should combine students' actual and specific exercises, timely and reasonably evaluate students, and give them confidence and motivation to continue thinking and exploring. To this end, I collected a lot of evaluation languages, such as: "Your way of thinking is unique, and the teacher admires you." "You not only do well, but also speak better." "You are very careful, and everyone should learn from you!" On second thought, the teacher is sure that you can come up with a solution to the problem. ""it doesn't matter if you are wrong. Your courage is commendable. "And so on, there are various evaluation languages. As long as teachers are good at thinking, learning and summarizing, they will certainly find out the evaluation methods and evaluation languages suitable for students, evaluate students better and more reasonably, and give full play to the role of evaluation.
Fifth, the organizational control of teachers can not be ignored.
In the consolidation stage of practice, how to organize and manage students is very important. Every time a teacher puts forward a topic, he must first attract the attention of all the students and then ask for it. When students solve problems independently, teachers should patrol for a week to understand various problems among students so as to solve them one by one in communication. When communicating solutions to problems, students should develop good listening habits and pay attention to all students' classroom performance, instead of just paying attention to the students who report and ignoring other students.
In a word, I think teachers need to think hard, study hard and reflect hard to improve the effectiveness of math classroom exercises. Only in thinking and learning can we clear the fog and finally see the rainbow. Only in thinking and learning can we grow and progress slowly, and only in thinking and learning can we find better strategies to improve the effectiveness of classroom exercises.