The main place for teaching activities is the classroom. Whether in the past, present or future, classroom teaching is the main way for us to cultivate students' comprehensive ability. Classroom teaching efficiency is the teaching task that teachers and students complete in unit time, that is, the relationship between time, energy and output. It is an important index to measure the effectiveness of classroom teaching, which affects students' basic knowledge of mathematics as social citizens, their sustainable development and the cultivation of their emotions, attitudes, values and general abilities. Some teachers want to improve the teaching quality by extending the class hours and engaging in sea tactics, but as a result, they bring great psychological and physical pressure to students and even endanger their physical and mental health. Classroom teaching uses as little time and energy as possible to make students get the maximum learning benefit, which is the fundamental place to reduce students' academic burden and improve their own quality. Classroom efficiency is the goal that our teachers have been paying attention to and persistently pursuing. The author has made the following thoughts on improving the efficiency of mathematics classroom teaching in primary schools:
First, to improve the efficiency of primary school mathematics classroom teaching, in-depth interpretation of teaching materials is the foundation.
Primary school mathematics is a multi-level and multi-faceted knowledge system. Curriculum reform has made primary school mathematics textbooks.
Earth-shaking changes in textbooks are the main media for teachers and students to carry out teaching activities, and interpreting textbooks has become the basis for improving the efficiency of mathematics classroom teaching in primary schools. Interpreting textbooks means learning textbooks effectively and grasping the connotation of textbooks to ensure the efficient development of teaching activities. In-depth interpretation of teaching materials should pay attention to the following points:
(A) in-depth understanding of the concept of the new curriculum
With the birth of the new curriculum standard, the traditional teaching concept of "full-house irrigation" that teachers talk and students listen gradually faded out of the teaching position. Mathematics curriculum standard (experimental draft) points out that students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematics learning. The new curriculum concept advocates the concept of "student-oriented", which is to let students actively explore new knowledge and experience the fun of learning in a democratic, harmonious and pleasant classroom atmosphere, so as to realize "everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people have different developments in mathematics. " To do this, we must seriously study the new curriculum standards and change the traditional teaching concept. If the concept does not change, it is equivalent to changing the soup without changing the medicine.
For example, everyone learns valuable math. What is valuable is these two aspects: first, the learning content is valuable, and second, the learning method is valuable. The content of students' mathematics learning should be realistic, meaningful and challenging, which is conducive to students' active observation, experiment, guess, verification, reasoning and communication. Effective mathematics learning activities cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. For example, you listen to a teacher's talk about "using 1 1 to quickly calculate multiplication", which students often encounter in their studies. Students find out the rules through calculation, observation, thinking, discussion and communication, and use the rules to calculate. They gain the fast computing skills of multiplying by 1 1, and feel the methods and fun of scientific research.
(B) to understand the intention of teaching materials
Textbooks are dead and people are alive. The new curriculum standard requires teachers to replace teaching with teaching materials. Teachers can't think that the reproduction of teaching materials is the completion of teaching tasks, but must be recreated through reprocessing, so that the teaching materials are "freshly baked", and the teaching of knowledge is accompanied by the process of cultivating attitudes and abilities to a greater extent. The author once listened to a lesson about "Understanding the whole time" (Mathematics Volume I, No.91-92). The teacher leads the topic from the theme map on page 9 1, and then experiences the whole time in the interaction between teachers and students. After the teacher dialed the "hour time" by hand, he instructed the correct writing of the hour time, and finally consolidated the understanding of the hour time with 92 pages of illustrations. The knowledge, skills and process methods of the whole class are well implemented. Teachers who can give lectures are not good at using illustrations, but only look at one picture and say another. Without the organic combination of observation and discussion, it is inevitable that people feel that valuable teaching resources are wasted. In fact, the illustrations in the textbook are carefully selected by the teachers who have written the textbook, and almost every picture has more than one meaning. The author suggests that the teacher should interpret the illustrations on page 92 (the arrangement of a child's life and study time in a day) in a way of "dividing them first", that is, let the students choose their own illustrations to explain the meaning and consolidate their understanding of the whole time, and then let the students look at these pictures together to talk about their feelings. Try to let students actively combine their own real life experience, realize the value of mathematics learning, and consciously establish students' concept of time, so as to cultivate life habits and study habits that cherish and abide by time.
The second is the key to improve the efficiency of primary school mathematics classroom teaching and optimize the teaching process.
The teaching process is a unified activity process for both teachers and students. Before any student walks into the classroom, he is not.
A blank sheet of paper. According to constructivism, knowledge exists objectively, but everyone has different understanding of the world and the meaning given to it. Learners construct their own knowledge system in the process of knowing, explaining and understanding the world.
(A) optimize the teaching objectives
Teaching objectives determine the direction of teaching activities, the choice of teaching contents, methods and means, and the improvement of teaching efficiency. The traditional teaching goal is "one size fits all", ignoring the individual differences of students. It is unrealistic and utopian to tailor different teaching goals for each child, but it is feasible to set hierarchical goals. It can be divided into lower limit goal, upper limit goal and development goal. For example, when the teaching algorithm is diversified, the author requires students with weak ability to master only the basic algorithm, while students with good ability are required to use multiple algorithms. Students with better ability learn to choose the best or come up with a better method on the basis of using a variety of algorithms. In this way, we can design differentiated teaching objectives from students' cognitive differences, and finally "promote all students to get their due development at the original level."
Optimize teaching methods
Traditional teaching uses chalk and blackboard. Someone joked that a piece of chalk travels all over the world. This monotonous teaching method restricts the improvement of mathematics teaching quality and the development of students. Therefore, to improve the efficiency of classroom teaching, we should pay attention to the optimization of teaching methods. Reasonable use of multimedia-assisted teaching, combined with sound and animation, can improve students' interest in learning and stimulate their thirst for knowledge. Can let them actively participate in learning. This is of great significance to give full play to students' imagination and creativity, turn "static" content into "dynamic" image, develop students' intelligence, cultivate students' ability to observe, think and solve problems, and realize the optimization of classroom teaching.
"Geometry" is the key and difficult point in primary school mathematics learning. Solving problems requires students to have a certain spatial imagination. Because of age, students' thinking development is in the transition stage from concrete image to abstract, so it is not enough to solve relatively complex graphics. If we use multimedia teaching to make static geometric figures move, the problem will become simple. For example, when calculating the area of combined graphics in teaching, we can use computer demonstration to solve difficulties by translating, adding straight lines, rotating and reorganizing overlapping graphics, so as to find a breakthrough in solving problems, so that students can see the process of specific images and understand the composition of graphics, thus finding a solution to the problem.
However, in the selection and use of multimedia, we should pay attention to the grasp of "degree". There was a time when everyone used multimedia in every class to keep up with the fashion. It was very fresh at first, but after reflection, I feel that not every link in every class needs multimedia. Too much stimulation will make students tired and reduce the efficiency of classroom teaching. Only when used properly can its superiority be brought into play. After all, multimedia technology is a means, and only a means.
(3) Handle the relationship between presupposition and generation.
To improve the efficiency of classroom teaching, we should not only pay attention to careful presupposition, but also pay attention to generation. Presupposition is a teacher's design view of teaching methods, teaching means and teaching links based on curriculum standards. The purpose is to make classroom teaching orderly and effective. Generation happens naturally in the classroom, which is inseparable from the careful design of teaching materials, and of course it is expected. Presupposition and generation are a contradictory unity. Without sufficient presupposition, there will be no wonderful generation, which is the basis of generation. Generation is the supplement and expansion of presupposition, which complement each other and are equally important in the teaching process.
As a math teacher, we should first have a sense of generation, tolerate students' generation, and be good at grasping and screening effective generation resources. In the class "The Meaning of Fractions", Mr. Zhu Guorong asked the students to find a quarter of the eight pieces. Students have different answers. Some think that 1 block is a quarter, some think that two blocks are a quarter, and some think that four blocks are a quarter ... At this time, Mr. Zhu did not immediately deny the students who made mistakes, nor did he drag them away with preset questions, but guided them appropriately and flexibly, grasped the new resources generated dynamically, showed the art of dynamic generation, and achieved the purpose of using generation skillfully to promote students' development. As bloom said, "people can't predict the all-round results of teaching." Similarly, without unexpected results, teaching will not be an art. "
Third, improving the efficiency of primary school mathematics classroom teaching and establishing a harmonious relationship between teachers and students are the guarantee.
Teachers, preach, teach and dispel doubts. As we all know, only by "learning from its teachers" can we "believe in its way". Which teacher children like will be more beneficial to the teacher's class. Modern educators believe that students will actively explore knowledge on the basis of democracy, equality and friendly cooperation between teachers and students. Therefore, a harmonious relationship between teachers and students can not only improve the efficiency of classroom teaching, but also make students grow up physically and mentally.
To sum up, improving the efficiency of primary school mathematics classroom teaching should be an organic whole of in-depth interpretation of teaching materials, optimization of teaching process and establishment of harmonious teacher-student relationship. There are still many aspects to be studied to improve the efficiency of mathematics classroom teaching, but the most crucial thing is the teacher. Teachers' basic quality and teaching level are directly related to the improvement of classroom teaching efficiency. As a front-line math teacher, the author should constantly update the educational concept, improve the professional level, be brave in practice and innovation, and do a good job in every math class for the lifelong development of students.