First, let students think independently and give full play to their initiative.
In teaching, it is the key to improve teaching quality to constantly mobilize students' brains to think, cultivate students' willingness to think, be good at thinking and gradually develop the habit of independent thinking. Mathematical knowledge structure is rigorous. It can inspire students to think, analyze, reason and solve new problems on the basis of existing knowledge, stimulate students' thinking enthusiasm and activate their thinking. Let students live in the ocean of thinking, which is the key to cultivate their habit of independent thinking. When students are afraid to think, many students don't want to think independently. Even if they solve the problem under the guidance of the teacher, they may not be able to solve it in the future. Whenever this happens, I always say, "Students, this problem is not difficult, and you can certainly solve it." This blocks the road to dependence. They have to use their brains to think and solve problems. If most students can figure it out, if I give them some guidance, they will remember it better. Whenever they solve their own thinking problems, they are particularly excited. Over time, children are particularly willing to do thinking questions and tell me how to solve them. For another example, when teaching "Addition and subtraction of fractions with different denominators", let students practice several addition and subtraction problems with the same denominator first, and then demonstrate one such problem: 1/3+ 1/2= 2/5. Right? Why? Under what circumstances can two scores be added directly? According to what you have learned, who can calculate correctly? Questioning is the driving force of thinking and stimulates students' interest in learning. ? For example, after learning the content of "Basic Properties of Fractions", the demonstration of "3/5 = 6/ 10 = 9/ 15" will inspire students: 3/5 will become 6/ 10, and 9/ 15 will become 3/0. What does this mean about the nature of fractions? After the students began to think independently, when most of them raised their hands to answer questions, I asked them to speak first, and some said; The numerator and denominator of a fraction are multiplied by the same number, and the size of the fraction remains the same. Others said: "This conclusion is not exact. If the numerator and denominator are multiplied by 0, the score is meaningless. " At this time, I asked in time: How strict? More comprehensive? Finally, it is concluded that "the numerator and denominator of a fraction are multiplied or divided by the same number (except 0), and the size of the fraction remains unchanged." Through discussion and analysis, a multi-channel and extensive information exchange between teachers and students has been formed, brainstorming and expanding thinking.
In a word, in mathematics teaching, combining teaching content with teaching practice, creating problem situations, stimulating and guiding students to think, organizing students to exchange thinking experience, and thinking, communicating and training repeatedly when new problems appear in communication will make students gradually develop the habit of independent thinking.
Second, let students observe for themselves and give full play to their initiative.
Traditional teaching adopts "spoon-feeding" and "spoon-feeding", and students just listen and remember, while modern teaching requires interaction between teachers and students, with students as the main body and students becoming the masters of the classroom. Therefore, I should leave time for students to observe every class. The purpose of observation is to gain perceptual experience from practice. To make perceptual experience rich and comprehensive, we must use all kinds of senses to obtain information. To fully stimulate students' interest in learning, such as explaining "Understanding Rectangle", I will leave five minutes for students to observe before explaining, so that they can initially perceive and form appearances, thus establishing spatial relations. For example: "In a cylindrical water storage bucket with a bottom radius of 30 cm, put a section of cylindrical steel with a radius of 10 cm in the water. When the steel is taken out of the water storage bucket, the water level in the bucket drops by 5 cm. How long is this piece of steel? " ? After asking questions, quite a few students couldn't figure out the key point of the connection between the empty volume in the bucket and the steel volume after the water level dropped. At this time, I took the steel out of the bucket through intuitive demonstration, and the water surface fell; Put the steel into the bucket and the water surface rises again. After repeated demonstrations, ask the students to observe carefully several times and ask them what they have observed. Students associate intuitive information in their minds. Therefore, it is recognized that the empty volume in the bucket is the volume of this steel. Multiplying the bottom area of the bucket by the falling height is the volume of steel, and then the length of steel can be calculated according to the formula "H = V÷s". In this way, through careful observation and thinking, the students finally broke through the difficulty of this problem and received good results.
Third, let students operate and give full play to their initiative.
Mathematics curriculum standards show that teachers are the organizers, guides and collaborators of mathematics learning, occupying a dominant position. Therefore, only by first establishing a sense of hands-on operation can teachers guide themselves to consciously organize students to carry out meaningful hands-on activities. The focus of mathematics course is to guide students to operate and make them "become a complete person" in their study. For example, when teaching the formula for calculating the volume of a cone, the traditional teaching is generally for teachers to demonstrate learning tools and get the formula for calculating the volume of a cone. , and then apply the formula to calculate. According to the guiding ideology of "independent inquiry", I adopted the method of group operation and inquiry in the teaching of this course. Let the students operate the learning tools (conical cylinders with equal and unequal bottoms filled with sand) and write an experimental report. Then, let the students analyze the report, find out the law and get the volume formula of the cone. Students personally participate in the process of knowledge generation and development through operational inquiry and experience activities, actively discover knowledge and experience the ins and outs of mathematical knowledge, which not only cultivates students' ability to acquire knowledge actively, but also improves their practical ability. Therefore, in the process of primary school mathematics teaching, teachers should strengthen the awareness of students' practical training, let students perceive and exert their potential in practice, let students acquire knowledge through their own efforts to solve problems, and then guide students to verify in practice and apply in life. In this way, students will have a deeper understanding of knowledge.
Fourth, let students make a comprehensive induction and give full play to their initiative.
In classroom teaching, students should try their best to make a comprehensive summary of the topics that can make students draw conclusions. For some conventional knowledge teaching, it is unnecessary and impossible to always tell students ready-made conclusions directly. Instead, we should pay attention to guiding students to discover and deduce conclusions, and cultivate students' ability to explore problems and discover laws. We should not rush to solve practical problems with conclusions. For example, in the part of multiplying fractions by integers, after explaining the meaning and calculation rules of multiplying fractions by integers, the textbook adds an example to explain that "it is more convenient to simplify fractions first and then multiply them". The examples in the textbook cannot make students feel clearly. I am not limited by textbooks. When the students master the calculation method of multiplying fractions by integers and do some exercises, the following question will appear: 2/9999×7777, which is very interesting to say: See which student calculates correctly and quickly. When students find it troublesome to multiply 2 by 7777, let them observe: What are the characteristics of the numbers in the question and how to calculate them easily? After thinking, many students suddenly realized that they consciously used the method of dividing 7777 and 9999 and then multiplying them by 7 and 2. Through independent inquiry, students come to the conclusion that it is easier to multiply fractions and integers, which is much better than telling students a simple method to make them do simple calculations. Obviously, letting go boldly in mathematics classroom teaching can greatly improve students' learning enthusiasm, give full play to their personal specialties, embody teaching democracy and greatly improve the quality of education and teaching.
In short, with the full implementation of quality education, if students are really the main body of classroom teaching, let them learn to learn, master methods and become the masters of learning, then they can get all-round and healthy development.