1 what about the poor math in grade six?
First, learn to teach from thick to thin
The knowledge in books is scattered, so we can sum up some rules or general ideas of solving problems, so that students will not have the situation that "dogs bite hedgehogs and cannot talk about it". For example, when talking about compound application problems, application problems are a great difficulty, involving many types and applying many quantitative relationships. At this time, we should not just stare at the topic, but teach students some methods to analyze the application problems. There are two ways to solve compound application problems: analytical method and comprehensive method, or to deduce the final problem from known conditions; Either start from the problem and push it to the most primitive known conditions. For another example, solving application problems by using the method of column equation can be summarized into several categories, and then students can be taught to find the method of equivalence, so that complex knowledge can be divided into several categories and various topics can be treated with general regular knowledge, thus teaching textbooks from thick to thin.
Second, we should teach textbooks from thin to thick.
This is the process of expanding knowledge. For example, when it comes to compound application problems, we have summarized some rules or solutions, but compound application problems may involve many quantitative relations, but the analysis methods they use are only analysis and synthesis. We can use these two methods to analyze application problems involving different quantitative relationships, thus teaching students to solve different types of compound application problems. Realize the process of expanding knowledge. Another example is the review of basic knowledge of geometry. There are only some calculation formulas in the textbook, but the derivation process is not very specific. When reviewing this part, we should talk about the derivation process in detail and expand the knowledge in the textbook. The problems in textbooks are relatively simple, or there are few kinds, but in practice, it is found that students can't do many problems, probably because they have not expanded their textbook knowledge.
Third, strengthen the vertical connection between knowledge and knowledge, and combine horizontal and vertical connection.
Only by combining the horizontal and vertical connections between knowledge can we master knowledge comprehensively. For example, in the teaching of application problems, the vertical connection is more prominent in the process of beginners, which is divided into integers, decimals and fractions, but the horizontal connection is more prominent in the review of volume 12. How to combine the two? I think what application problems can be involved in the review book 12, so I will take out the textbook of this part of application problems for longitudinal review. Then review the relevant contents of volume 12. Another example: the number of A is 24, and the ratio of A to B is 3: 2. Find the sum of a and b, and we can list it as 24? 3? 2+24 (according to the number of parts), or 24? () +24 (from multiple solutions), which can also be listed as 24? () +24 (by score), which can also be listed as 24? () (proportional distribution), so as to strengthen the horizontal connection between knowledge, and combine knowledge such as scores, copies, multiples and proportions, which not only expands students' horizons, but also trains students' ability to think from multiple angles. For another example, some application problems can be solved by arithmetic and equations at the same time, so that students can solve them in various ways, analyze them from various angles, strengthen the connection between the two solutions, and let students choose the method that suits them in comparison.
2 Primary school sixth grade mathematics learning methods
Pay attention to the "life" of mathematics and cultivate students' ability of self-study and inquiry.
Mathematics classroom teaching should focus on the concept of "small classroom, big society", so that students can find mathematical problems in situations close to life, use the mathematical knowledge they have learned to solve practical problems, and cultivate students' comprehensive ability to use knowledge and explore and verify. For example, when I was teaching interest and interest rate in the sixth grade, I used the time of activity class to show a video of a customer going to a credit union to deposit and withdraw money. Taking students' lucky money as an example, I asked students to simulate saving and withdrawing money and observe the surrounding environment of the bank, especially the interest rate of the bank. The students began to have problems when they recorded it. "What's the interest rate?" "Why do you get more money when you get the principal from the bank?" "Why are the interest rates of banks different?"
For these questions of students, I guide them to observe them carefully in time, and then let them preview new lessons with questions. By the time of class, students can find and solve problems by themselves, which can better stimulate students' subjective initiative and enable them to find their own saving methods that meet the actual needs of life. This kind of teaching is conducive to cultivating students' good habit of paying attention to and understanding things around them from a mathematical point of view, and naturally establishing the idea that "mathematical knowledge comes from life and is applied to life". Only in this way can mathematics teaching be improved to a new level, and the comprehensive quality of students can be greatly improved, thus cultivating students' self-study and inquiry ability.
Review in time, improve the knowledge system, and create a space and platform for students' lifelong development.
One of the difficulties in sixth grade mathematics teaching is that students forget more knowledge in the last review stage, and there are many problems in the comprehensive application of knowledge. How to solve this problem? It is the experience of many teachers and a good solution to this problem to integrate review into the usual teaching and help students recall and improve the knowledge structure system step by step. Mathematics review class must aim at the key points of knowledge, learning difficulties and students' weaknesses, and guide students to sort, classify and synthesize relevant knowledge according to certain standards, so as to clarify the ins and outs. When reviewing, students should freely organize their own knowledge, form differences and help each other evaluate and argue. This is conducive to the development of subjectivity, giving students the initiative to learn, allowing students to actively participate and experience success, and at the same time cultivating students' generalization ability.
After reviewing the knowledge, students experienced the happiness of learning mathematics and achieving success. Finally, organize students to discuss and summarize these knowledge points, and talk about the meaning of each concept and its connections and differences, thus forming a knowledge network. "Mathematics learning is from coarse to fine, from fine to coarse." The review class can be extended and broadened, but there must be a degree. The characteristics of review questions are different from those of Protestant exercises. We should solve practical problems from different angles, connect with students' daily life, reflect comprehensiveness, flexibility and development, which is conducive to cultivating students' practical ability and innovative consciousness. The review class should be "guaranteed without capping" to improve students at different levels. By solving practical problems, students experience that mathematics is around and there is mathematics everywhere in their lives. Students' interest in learning mathematics has increased, and they have also tasted the fun brought by creative thinking. Only in this way can we create a good space and platform for students' future study and development.
3 How to do a good job in the general review of mathematics in the sixth grade of primary school
First, have a good review class.
The review class is a systematic summary of the knowledge learned before. Students will inevitably get bored because of what they have learned. My method is to summarize the main points of review for students first, and then let students ask questions that they don't understand or understand. For these questions, I will ask my classmates to answer them first; If it is a sexual problem, I will focus on explaining it to them. This will not make students feel bored, but also exercise some students' problem-solving ability, save review time and let students learn more knowledge.
Second, pay attention to methods and improve the correct rate.
Among the mathematical knowledge learned in primary school, calculation and application problems are the focus of review, and we should persist in daily calculation exercises to improve speed and accuracy. Application problems should be reviewed by classification, and the quantitative relationship is the basis. The combination of line segment diagram and analysis method is helpful to solve the problem, and special training should be carried out. In the usual contact, I also teach students some learning methods: for example, making wrong problem books, collecting wrong problems in exercises and monthly exams, and finding the same type of problems to practice more, which will save time and get twice the result with half the effort.
Third, grasp the students' ideological trends.
At the time of graduation, sixth-grade students often have all kinds of ideas. For example, "students with learning difficulties" will have the idea of dropping out of school and going home; With the growth of age, some precocious students tend to fall in love, and some students have such illegal behavior. Teachers must communicate with students more, grasp their ideological trends, prescribe the right medicine, and prevent all kinds of bad phenomena. In addition, teachers should strengthen contact with parents to ensure the healthy growth of students.
Fourth, we should pay attention to the cultivation of students' problem-solving habits.
Good study habits are very important in learning. For example, the unit in the process of solving problems, the answer and so on. During the exam, there are often students in our class who can't get full marks because of their bad habits. I talked to him after the exam, and he regretted it himself. In order to solve these problems, I specially held a class meeting with the theme of "Good habits benefit for life". The students realized that they should do the problems carefully in the future, not only knowing how to do them, but also doing them well.
4 Primary school sixth grade mathematics teaching methods
(1) Cultivate observation ability. Students are particularly interested in the graphics and observation of the experiment, but their shortcomings are passive thinking and unclear purpose, which requires teachers to guide them to observe purposefully and actively. They can observe, ask questions and guide students to discuss the reasons, conditions and results of changes. You can also create a teaching situation to bring students into a familiar environment for observation. For example, before teaching "parallelism", students are required to carefully observe the parallelism objects in real life, and focus on asking several students in the new class. According to their observation and analysis, parallelism and its nature are gradually deduced. In this way, students can realize the harvest and excitement brought by observation and consciously develop the habit of observation.
(2) Cultivate the habit of discussion. Through targeted and reasonable questions, teachers arouse students to enter the teaching situation created by teaching, arouse students' active exploration of mathematics knowledge, and gradually cultivate students' thinking ability and discussion habits. Especially when teaching "absolute value" and "solving application problems with equations", there are many topics that need to be discussed in categories. In addition, in the teaching of exploring laws, students can be allowed to discuss in groups, so as to guide students to discuss in groups of three and five, and sum up the corresponding methods and laws.
③ Cultivate reading habits. The specific method is to show the reading questions before reading. For example, when teaching "Measurement and Representation of Angle", we can show reading questions: We used to measure the length of a line segment with a scale, so what should we use to measure the angle? How many ways can an angle be expressed? What problems should be paid attention to in the process of representation? After reading, check the reading effect by asking questions or evaluating, or organize study in a planned way and discuss the reading content in the form of group discussion. At the same time, encourage students to find problems in reading, praise students who have made progress and achievements in reading, and let students have the joy of success, thus generating interest and forming the habit of reading.
④ Cultivate the habit of summarizing. According to the requirements of the new textbook, in actual teaching, students can go to the podium to make a summary evaluation, or post several students' summaries in the form of blackboard newspaper, or evaluate the summaries of both sides of the mutual aid group after class, and gradually transition from chapter to class summary. Because students often emphasize their own summarization, their memory effect is obvious, their cognitive structure is clear, and what they have learned is not easy to forget. Teaching practice shows that only under the guidance of correct learning methods can students stand in the main position of teaching, learn things, develop good study habits and maintain their interest in mathematics.
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