First, strengthening the preparation of lessons before class is the premise.
Preparing lessons is the foundation of a good class. Teachers should strive to make five preparations for preparing lessons: preparing lessons, preparing textbooks, preparing students, preparing methods and preparing lessons.
1, lesson preparation standard
The new curriculum standard has made scientific and specific provisions on the teaching objectives of different classes. Teachers should study hard before preparing lessons, understand the specific teaching objectives of different classes, have moderate positioning difficulty, fully consider the unity of three-dimensional objectives, and set different teaching objectives for different students. It is necessary to find out the position of this section or chapter in the whole teaching material or the whole learning section, adhere to the foundation and break through the difficulties.
Step 2 prepare teaching materials
Before teaching, teachers should be familiar with all primary school mathematics textbooks from grade one to grade six, and make clear the position and role of what they have learned in the whole primary school stage. At the same time, teaching materials are also the main source for students to acquire knowledge. Making full use of teaching materials and implementing creative teaching are the keys to building a harmonious and efficient mathematics classroom.
Step 3 prepare students
Mathematics curriculum standard emphasizes that "mathematics teaching activities must be based on students' cognitive level and existing knowledge and experience". Before accepting new knowledge, teachers should know the students' knowledge preparation state, which mainly depends on the experience basis of knowledge, skills and emotions, and should know the students' personality, grasp the students' learning situation and acceptance level, so as to flexibly design teaching methods, implement hierarchical homework, cultivate excellent students and make up for poor ones, and effectively coach individual students.
4. Preparation method
In the classroom, every teaching link should have specific methods suitable for students to learn, so that students can know what to learn, how to learn, and finally what kind of goals to achieve, so that students can master and accumulate certain self-learning methods and improve their self-learning ability. Good autonomous learning ability is also a favorable factor for building a harmonious and efficient mathematics classroom, and teachers' lack of cultivating students' autonomous learning ability is an important reason for the inefficiency of the classroom.
Step 5 prepare questions
Solving problems is the focus of primary school mathematics learning, and the design of teachers' problems in class is the key to building efficient teaching. Teachers must take class preparation as a key point when preparing lessons, and avoid random and invalid questions. The problem design should be scientific, purposeful and hierarchical. Questions that need to be answered collectively should be moderately difficult, so that students can solve them in one jump. Carefully design questions, take questions as the main line, and guide students to experience the process of knowledge formation.
Second, optimizing the teaching process is the key.
Classroom teaching is the main position of school teaching, and the main goal of primary school mathematics teaching is basically completed in classroom teaching. In order to get the maximum learning benefit with the minimum investment in teaching and learning, the teaching process must be optimized, and teachers should strive to achieve "five modernizations" in the teaching process. Not only the teaching objectives are clear, the teaching contents are vivid, the teaching methods are scientific, the teaching means are diversified, and the classroom structure is efficient.
1, clear teaching objectives
Teaching goal is the starting point and destination of classroom teaching, and it is also the basis for checking and evaluating classroom teaching effect. Therefore, it is a key step to optimize the teaching process to build a teaching goal that is conducive to the all-round development of all students. Teaching objectives should be comprehensive, specific, appropriate and clear.
All-round: there are both intellectual and intellectual levels, as well as the excavation and infiltration of non-intellectual factors such as ideology, morality and emotion. Concreteness: the behavioral requirements of memory, understanding and use should have specific content, clear evaluation standards and basis, and be testable. Appropriateness: that is, the teaching objectives should not only meet the requirements of curriculum standards, but also meet the reality of students. We should also consider the differences among students, set hierarchical goals and take measures to teach students in accordance with their aptitude. Clarity: that is, the expression of teaching objectives should be accurate and concise.
2. Life-oriented teaching content
Mathematics originates from life and is applied to life. Mathematics and life cannot be separated. Teachers should contact students' real life in class, introduce mathematics knowledge from real life, and make mathematics knowledge come alive. Let students walk into the classroom with life problems, and the design of homework should be close to students' life, so that students can be familiar with, close to and live mathematics in reality, so that they can feel close, enhance their initiative in learning, realize the life of mathematics teaching, let mathematics return to life, let students fully realize that mathematics comes from life, which is the basic tool to solve life problems, let students feel that there is mathematics everywhere in life, and let them love life and mathematics more.
3. Scientific teaching methods
Different contents, different classes and different teaching methods. At present, only one teaching method is rarely used in a class, and the single use of a certain teaching method is not conducive to the development of students' intelligence. Therefore, in mathematics teaching, we should make the best combination of various teaching methods to be flexible, interesting and effective, reflecting the characteristics of the times and teachers' style. The optimized teaching method should realize the combination of teachers' creating problem situations and students' finding problems themselves; Teachers' guidance is combined with students' own problem solving; Cultivate convergent thinking and divergent thinking, and combine teaching knowledge with teaching methods. Insist on heuristic method and implement group teaching; Understand the differences and teach students in accordance with their aptitude; Strengthen the guidance of learning methods, guide students to learn to learn, and lay a solid foundation for their lifelong development.
4. Diversified teaching methods.
Teaching means is the main means to achieve teaching objectives. Multimedia teaching embodies the diversification of teaching methods, which is conducive to stimulating students' interest in learning, reducing learning difficulty and promoting students' positive thinking. Therefore, when choosing teaching media, we should carefully analyze the teaching content and students' reality, determine the teaching objectives, choose the best media according to the characteristics of various media and the needs of bilateral activities between teachers and students, modernize the teaching content and teaching media, and then put them into classroom teaching practice, so that students can use vision, hearing and tentacles at the same time, with high absorption rate and flexible and solid knowledge, thus improving classroom teaching efficiency.
5. Efficient classroom structure
An efficient classroom structure is not necessarily large in capacity, fast in pace and demanding. A dynamic and efficient classroom structure should be an organic whole with interlocking, in-depth layers, sequential innovation and mutual promotion. It is necessary to create a harmonious, happy and democratic classroom atmosphere, attract, inspire and motivate students with sincere and rich emotions, develop students' non-intellectual factors, and stimulate students' learning with emotions. Only by establishing a new concept of democracy, equality and cooperation between teachers and students and applying the psychological efficiency of "loving their teachers and believing in their ways" can we bring love, smile and encouragement into the classroom, form a style of equality, tolerance, mutual understanding and respect, and create a democratic and pleasant atmosphere, and classroom teaching activities can produce the best benefits.
Third, paying attention to after-class cohesion is the guarantee.
Primary school mathematics knowledge is characterized by its strong systematicness and close connection with knowledge. Due to the limitation of students' thinking development level and acceptance ability, the teaching of some knowledge is often divided into several classes or semesters, which requires teachers to pay attention to the relationship between knowledge and review what they have learned in time. After-class review not only helps to urge students to consolidate what they have learned in class in time, but also helps teachers to grasp students' learning situation in time and prepare for the next class. It can also give students room to sum up, explore and develop, develop students' intelligence, improve their interest in learning and cultivate their ability to find and solve problems.
In a word, classroom teaching is a profound knowledge with strong artistry. In order to improve the effectiveness and efficiency of classroom teaching, we must adhere to the principle of "all for students' development", take teaching theory as the guide, and constantly summarize, improve and innovate through our own continuous practice, so as to really improve the quality of classroom teaching and improve students' learning efficiency.