How to improve the teaching quality of 1 primary school mathematics
The teaching methods of "fewer but better" and "heuristic" are adopted in teaching.
In my opinion, what teachers should prevent is to show off themselves in class, ask for other people's opinions, grandstanding and flashy. Many failed examples tell us that the teacher's mouth is full of water, which does not inspire students to think positively and hinders students' active and lively study. The teacher spoke with relish and the students were in a daze. As a result, the teaching effect is not good and the students' quality cannot be improved in an all-round way. Therefore, the basic points of our teaching should focus on the effectiveness of students, focus on teaching objectives, adopt "less" and "essence", and grasp the key points and keys of teaching materials; Be concise and tell the essence. Grasp the center, be concise, from the shallow to the deep, step by step.
Although there are many "heuristic" teaching methods, it is basic and important to expose contradictions and guide students to think actively and seriously. To expose contradictions, we must grasp the center and essence of the problem, form different contradictions, guide students to exercise, so as to achieve the most effective purpose of solving contradictions and give full play to students' subjective initiative. Actively improve students' quality.
Interesting teaching
Pupils are young and have poor self-control, and the influence of psychological factors in learning is dominant. Only by following the rules of students' psychological activities and combining the characteristics of subjects, age and psychology can teachers make students willing to learn and take the initiative to learn. If teachers use the traditional "teacher speaks, students listen;" The teacher asks, the students answer and practice. Students will find it boring, and the more they learn, the less they like learning. Therefore, in classroom teaching, we should strive to be novel in form, entertaining and entertaining, reduce mechanized procedures and enhance students' interest in learning. Students' clear learning purpose and correct learning attitude are long-term factors that play a role in improving learning enthusiasm.
Teachers should take every opportunity to educate students on the importance and necessity of learning mathematics, so that students can clearly understand the social significance of learning mathematics, see the practical value of mathematics and induce their learning motivation. In the teaching process, teachers should clearly put forward and explain the significance and importance of the subject content, and also understand what practical problems can be solved by the knowledge they have learned through life examples, so that they can feel that there is mathematics everywhere in their lives, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation. For example, after learning "Calculation of Rectangular Area", students can measure the length and width of the TV set at home and then calculate its area; Then ask the students to find out the area of the school sand pool. Students experience the practical application of mathematics knowledge in life through their own personal practice, thus improving their enthusiasm for learning. In the long-term study of mathematics, students have gradually made clear the meaning of learning, thus becoming interested in exploring mathematical knowledge. In the future mathematics study, they can always keep a positive attitude and achieve excellent results.
2 How to improve the quality of mathematics teaching in primary school teaching
Group cooperative learning, * * * and exploration.
For the third-grade students in primary school, it will certainly be difficult to ask them to complete a set of knowledge independently. If you tell the students the answer directly, it will not meet the requirements of the new curriculum standard. Therefore, teachers can adopt the teaching mode of group cooperation in the teaching process, so that students can set up study groups to discuss and summarize knowledge together, which can not only enliven the classroom atmosphere, but also improve teaching efficiency.
So how should teachers carry out cooperative learning? For example, in the teaching of "three-digit times one-digit pen calculation", the teacher can let the students set up a cooperative group, and each member of the group should share how they calculate. After all the members have finished their speeches, everyone will sum up, screen out good teaching methods, and abandon the wrong calculation ideas, so that every member of the group can gain something after a class. However, the mode of group cooperative learning also has certain requirements. In each group, make sure that there is a leader who can lead everyone to study and summarize, and at the same time, refer to the students' wishes to see which group of students are more willing to learn. The new curriculum standard puts forward that teachers should take students as the main body of teaching and fully cultivate students' autonomous learning and inquiry ability. However, the learning ability of junior three students is still in a training stage, and it will certainly be difficult if they are required to complete their studies independently. Therefore, teachers can use cooperative teaching mode to improve teaching efficiency and ensure teaching quality.
Guide students to actively explore learning content.
In the mathematics classroom, primary school students' learning motivation mainly comes from themselves, and their absorption and understanding of knowledge mainly depends on their active learning behavior, because if teachers' teaching becomes passive acceptance of students, then students' thinking will not be mobilized, and it is impossible to build an efficient classroom. For example, after students have a preliminary understanding of the calculation method of "circle" area, the guidance can rely on the relevant knowledge taught before to guide students to summarize the calculation methods of trapezoidal, triangular, long (regular) square and circular areas. Then the teacher encouraged the students to carry out independent inquiry activities with a tape measure and a 4-meter-long rope to analyze "which figure has the largest area with the same circumference".
Guide the students to cooperate in groups and make a rope into different long (regular) squares, triangles, circles, etc. , record your own area, and then communicate in groups and analyze the relevant laws. After students draw a picture, they measure, calculate and discuss it, and conclude that "figures with the same perimeter have the largest area surrounded by circles". Teachers should guide students to carry out independent analysis, mutual assistance and cooperation, exchange and discussion, enhance students' learning participation, and improve mathematics learning literacy.
3 How to improve the quality of primary school mathematics teaching
1, get ready before class.
In order to improve the teaching quality of primary school mathematics, teachers need to actively prepare lessons and fully prepare the content to be taught in class. This requires teachers to study textbooks deeply, make good use of textbooks as an important teaching tool, and integrate the knowledge to be taught into a systematic network, so as to teach students accurately. Teachers should also study students and actively communicate with them after class to understand their psychology and the characteristics of each student. It is helpful to improve students' learning efficiency to consider the problems students will encounter in their study and their own learning ideas and make full preparations for classroom teaching.
2. Devote yourself to the classroom, face all the students and mobilize the learning atmosphere of the students.
Teachers should actively guide each student in the classroom so that each student can integrate into the whole learning process. Teachers should also fully mobilize students' enthusiasm and create a good learning atmosphere by entertaining classroom atmosphere and creating a good problem situation. At the same time, teachers should pay attention to students' personality differences in class and try to take care of every student so that they will not be ignored.
3. Pay attention to students' learning after class, patiently coach students who come to ask questions and help students with learning difficulties.
After class, teachers should also pay attention to students' learning, especially those who lag behind others in their studies. Teachers should help them actively find ways to improve their academic performance, gradually stimulate their interest in learning and gradually improve their academic performance. Every teacher will meet students with learning difficulties. To deal with this problem, teachers need to make great efforts, because they are likely to get tired of learning because they are behind others, and eventually become poor students, thus affecting the learning atmosphere of the whole class. Teachers should start from their psychology, talk with them, stimulate their confidence in learning and give them some guidance in learning. Teachers can also find good students to help students with learning difficulties and give them guidance, which not only helps students with learning difficulties, but also improves the ability of good students, so that they can get exercise and understand what they have learned more thoroughly. In this way, the academic performance of the whole class will be gradually improved, and a good learning atmosphere will be cultivated, and the teaching quality will naturally be improved.
4 to improve the quality of primary school mathematics classroom teaching
Improve students' interest in learning
Interest is to stimulate students' interest in learning, and it is the key factor to generate internal motivation for learning. Without interest, there is no initiative to learn, and it is impossible to continuously give students the motivation to explore knowledge. Pupils are curious and have a strong desire to explore things they don't know. Pupils are generally naughty and lively. Most of them like to play freely, but they are not interested in the more difficult math subjects.
Einstein said: "I have no special talent, only a strong curiosity." In classroom teaching, teachers should make full use of students' curiosity, pay attention to stimulate students' thinking interest in the introduction stage of teaching, and effectively stimulate students' excitement. Then students will not be sleepy and look around in class, but listen to the teacher's guidance and actively participate in the process of mathematics learning, thus gradually changing the inefficient situation of mathematics teaching and laying a good foundation for primary school students' mathematics learning.
Create teaching situation
The so-called creation of teaching situation means that teachers organically link the real-life situation with the teaching of mathematical knowledge in the teaching process, so that students can realize the application of knowledge in real life and stimulate their interest in learning mathematical knowledge. Generally speaking, there are two ways to create teaching situations: one is to create teaching situations through teachers' language. Teachers use their own language to guide students into the learning process step by step, which is simple but the effect is not particularly obvious. For example, in the teaching of "24-hour timing method", teachers can create such a teaching situation: "Everyone knows 1 ~ 12, but our dial is only 65438. 1 pm is often used in our life, right? So what should be after 12? " Teachers create teaching situations in their own language, which arouses students' thinking, thus making students realize that 1 in the afternoon is actually 13.
Another way to create teaching situation is for teachers to do it through multimedia. In recent years, network technology has not only entered thousands of households, but also been increasingly applied to our teaching process. How should teachers use multimedia to create teaching situations? Let's take rectangles and squares as examples. If the teacher draws on the blackboard blindly, it may not be so easy for students to understand. But if teachers use multimedia to assist teaching, it is definitely easier to find the perimeter of the figure. It can expand the four sides of a graph into a line, and let students calculate the perimeter by measuring the length of this line. Since the implementation of the new curriculum reform, the method of improving teaching efficiency by using teaching situation has been widely used in the teaching of various subjects in primary schools, and mathematics teaching in grade three is no exception. It can attract students' interest and ensure the quality of teaching.
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