Experience of Mathematics Teaching Skills in Primary Schools I. Introduction of Interest
In the teaching process, if teachers can make full use of the life phenomena around students to introduce new knowledge, students will feel close to mathematics and feel that mathematics is not mysterious when they live together. Moreover, it will arouse students' strong desire to explore new knowledge.
Second, contact life.
Mathematics is a highly abstract subject, and the thinking of primary school students is mainly visual. Therefore, in order to make it easier for them to master the laws of mathematics, I try to create life scenes related to the teaching content in classroom teaching. Introduce students into real life, through observation and practice, let students understand mathematical concepts, master mathematical methods, and gradually cultivate students' ability of abstraction, generalization, comparison, analysis and synthesis.
For some practical mathematics knowledge in the teaching materials, I will try my best to provide conditions for students, shift the main position of classroom teaching to the outside, and let students learn new knowledge in the actual environment. For example, when learning decimals, I take students to simulate sales people and customers, help them understand the prices of various commodities, observe the labels of commodities, and understand the application of decimals in daily life; When studying actual measurement, I took my students to the playground with measuring tools to measure the distance between two points, and organized them to calculate the knowledge of operation surface by step measurement.
Third, timely use.
The characteristics of primary school students' memory are that they can remember quickly and forget quickly, so the knowledge of mathematics needs to be consolidated so that students can firmly grasp and skillfully use it. In teaching, if we can practice or practice with specific practical problems in life, we can cultivate students' ability to solve practical problems, so that students can gradually cultivate their innovative consciousness and ability in the process of applying mathematics to practice.
Fourth, go deep into life.
For many years, our mathematics teaching has neglected the practical application of mathematics, paid no attention to cultivating students' application consciousness and application ability, and paid attention to mechanical training and problem-based teaching divorced from reality. In students' exercises, there are a large number of artificially fabricated topics that are far away from the actual life of students, such as pasting cartons and assembling machines. Long-term such training leads to students' rigid thinking, which is not conducive to the development of students' thinking. The new syllabus points out that the important purpose of learning mathematics is to solve practical problems in daily life and use the learned mathematical knowledge to work. Therefore, in teaching, every time I learn a new knowledge, I will encourage and guide students to go deep into real life, solve some practical problems, and truly apply what I have learned.
Basic principles of speaking lessons
According to modern teaching philosophy and methodology, successful lectures should follow the following principles:
1, incisive reasoning and outstanding theory.
Lectures are not about preaching teaching plans, nor are they about concentrating the classroom teaching process. The core of the lecture lies in reasoning and explaining "why to teach like this". Because there is no teaching practice under the guidance of theory, I only know what to do and don't know why to do it. It will always be experiential teaching, which can only be costly and inefficient. Therefore, teachers must seriously study the theory of education and teaching, take the initiative to accept the new information and achievements of education and teaching reform, and apply them to classroom teaching.
2. Objective reproducibility and operability.
The content of the lecture must be objective, true, scientific and reasonable, not mysterious and difficult to understand, and not mechanically copy some professional terms of education and teaching theory. To truly reflect how you did it and why. Even if it is unscientific and incomplete, it should be said truthfully. Arouse the listener's thinking, form * * * knowledge through mutual learning, and then improve the speaker's teaching design. Lectures serve classroom teaching practice, and every step of lectures should be operable. If lectures are just for the sake of speaking and cannot be implemented in actual teaching, it is empty talk and boasting, which makes lectures a mere formality.
3. Informal and flexible
Lectures can be conducted according to the content of a class, or around a unit or a chapter; You can talk about the determination of goals, the choice of teaching methods, the guidance of learning methods and all the contents of the program at the same time, or you can just talk about one of them, or you can just talk about how a concept is derived, or how a law is drawn, or how to demonstrate the design of experiments, etc. It is not easy to say that the Lord does not say twice, the big one is not small, the thin one is not thick, and it is difficult; In the future, we should adhere to the principle of long words, short words and informal sections to prevent dogmatism. At the same time, as long as we reflect the characteristics of teaching design and show our teaching expertise.