First, conform to nature, "dynamic" math classroom is efficient.
Children are always active by nature, so we need to conform to their nature, create various opportunities, let children participate more in the classroom and develop various potential educational opportunities.
1, mathematics situation "moves" curiosity and arouses classroom passion.
Mathematics curriculum standards point out that teachers should design vivid, interesting and intuitive mathematics teaching activities to stimulate students' interest in learning and let students know and understand mathematics knowledge in vivid and concrete situations. At the beginning of the class, students often can't get into the state immediately, so teachers need to design vivid situations to let students get into class quickly. When students feel tired and easily distracted during the course, they can also use various forms of stories to re-mobilize students' emotions. It can be seen that creating an effective mathematical situation is the key to improve the effectiveness of the classroom. For example, teaching "the understanding of 10" creates a situation in which digital babies line up. Digital dolls "0" appear first, and then jump out of "1-9" in turn. "9" thinks he is the biggest, laughs at "0" for no reason, and "0" begins to cry sadly. "1" came out: "If I stand with 0, I am older than you." After listening to the doubts, the teacher asked, "Do you believe it, children?" The students' curiosity was aroused, the discussion was carried out, and they felt wronged for 0. They support 1 standing with 0. The screen flashed and 10 appeared. The students were happy. With high emotions, they are inspired to learn with enthusiasm and get twice the result with half the effort.
2. Mathematical practice touches the "dynamic" curiosity and stimulates the sense of inquiry.
Curiosity often reveals the mystery layer by layer in the process of continuous practice. Mathematics teaching is a process full of inquiry, and teachers should let go of students' hands and let them operate. Its essence is a process in which students' hands, eyes, brains and other senses cooperate with each other and participate in learning activities together. It can not only make students learn lively, but also inspire the brain to understand what they have learned more deeply. For example, when teaching "Let's have a look and wave", I demonstrated that "Tao Tao made three triangles with nine sticks" and then asked the students "Can you make more triangles with nine sticks?" Through hands-on activities, the students suddenly enlivened their thinking and put forward various methods, among which ""was not preset before class, but several groups of students put forward this method. For "Why can 9 sticks form 4 such triangles?" On this issue, some students said the word "* * * has edges", and some students used conjoined babies as a metaphor, which surprised me and admired their rich imagination. If students don't practice in class and teachers show the results themselves, there will be no such amazing generating resources at all, which will greatly reduce the effectiveness of mathematics classroom.
3. Math games trigger a "dynamic" desire to express and stimulate the idea of being the first.
Psychologist Eric Corning believes that the first-grade primary school students are in the process of transition between the types of game activities and learning activities. During this period, with the help of game activities, children learn to understand some behaviors of people from the primary stage, master superficial life experiences, and form symbolic functions and imagination. They are gradually changing to the stage of learning and mastering the characteristics and laws of objective things through the study of basic knowledge and skills such as culture and science. Therefore, interesting math games, such as "running a maze", "finding friends", "driving a train" and "winning the red flag", are interspersed in the teaching, so that students want to be the first in the game and don't want to fall behind. This not only improves students' interest in learning mathematics, activates their thinking, but also stimulates their sense of competition. Another example is studying the composition of 10. By finding friends and playing various games such as fingers, students have deepened their understanding of knowledge and learned how to compete and cooperate. In the whole process, students are relaxed and happy, and the classroom efficiency is also improved.
Second, seek quietness while moving, and the classroom without listening and thinking will not be efficient.
Students are easily distracted. Especially the children in the lower grades tend to be more active, and they will be distracted from time to time, either fiddling with their stationery books, or turning to talk to the students behind them, or even standing up unconsciously. Therefore, I think students should learn to keep quiet while exercising. After all, math class needs students' mathematical thinking and a quiet environment. The noise of the whole class will definitely affect the students' thinking.
First, cultivate good attention habits. When I first started school, I basically spent two weeks on special training. Remind children what to do in time. When the child can't sit well, he said: Little hand, put it straight! Say when you don't look at the blackboard, look at the blackboard, little eyes! Let the children prepare math textbooks, pencils and erasers at the corner of the table before class. After class, they are no longer influenced by the turning sound of the pencil box and concentrate on listening. Praise and reward students with good performance in time, and encourage students to develop the habit of attention with competitions such as "Watch Me". When students learn to concentrate on one thing, our math class will be efficient.
Secondly, we should cultivate the habit of listening carefully. We encourage children to talk more and take the initiative to speak from kindergarten. In the first grade, in order to express themselves, many children raised their hands and kept shouting "I am coming, I am coming" when others were talking. Not only can you not express your views, but you can't hear others clearly. I will tell the students the benefits of listening and let them know how to listen. No matter what the teacher or classmates say, you should listen completely. If you have different opinions, don't shout, raise your hand to express your different opinions. When I find that students are not listening carefully, I often ask the students who are speaking to stop first, so that students will understand that they are not serious, everyone is waiting and listen attentively at once. Remind in time and train repeatedly every day, so that students can gradually develop the habit of listening carefully. Only when the students listen can the math class be effective.
Third, cultivate students' mathematical thinking habits. Mathematics is a highly reflective subject. Teachers should cultivate students' mathematical thinking habits, create thinking situations for students, and leave enough time for students to think independently, so that they are willing to think, diligent in thinking and good at thinking. When teaching "two-digit minus one-digit minus", review the method of subtracting without abdication, and then lead to 36-8. What should students do if they find that the number 6 is not enough to subtract 8? In order to cultivate students' initiative in learning, I gave them a long time to think independently, and then many students raised their hands and said. At this time, in order to satisfy the students' desire to talk, I organized a group exchange. They had new ideas in the exchange and finally summed up the simplest method. This not only cultivates students' habit of independent thinking and cooperative communication, but also improves students' interest in learning and really improves the effectiveness of mathematics classroom.
Third, the combination of static and dynamic, harmonious classroom rhythm is the most effective.
After a class, students just think and study quietly, which will cause mental fatigue and distraction and affect learning efficiency; Or always moving, students are also prone to physical fatigue, leading to nothing, and the classroom that is always moving is also a disorderly classroom. Therefore, a class must be dynamic and static, and pay attention to the art of dynamic and static combination. For example, at the beginning of a class, introduce humorous language or vivid stories to arouse students' emotions first. Then, when students are easily distracted after a period of study and mathematical thinking, teachers should seize the opportunity to let students move again, play games and practice. And pay attention to the alternation of static and dynamic, which can effectively prevent the mental distraction that is easy to appear in the later stage of classroom teaching, stimulate students' interest in learning mathematics and maintain the effectiveness of classroom teaching. For example, in the teaching of "Looking for Laws", I created a story situation of attending a forest party. First, some classmates and I played monkeys and rabbits and jumped into the stadium. The students suddenly became interested and quickly integrated into it. Through observation, it is found that the arrangement of animals has a certain order, thus forming a certain representation in their minds. Then show the animals beautiful places through courseware and learn to understand the rules. Then let the students calm down, draw the admission tickets for the party with the methods they have learned, and design the regular graphics independently. Finally, the group will perform regular sounds and dances. This combination of "dynamic-static-dynamic" not only avoids the formal excitement, but also breaks the previous injection and boring learning. Because of the innovation and relaxation of teaching links, students' attention can often be fully attracted and teachers and students can cooperate harmoniously, so that the classroom will be the most efficient.
To sum up, I think it is very important to control the classroom if you want to benefit from forty minutes; Let students not only listen and think quietly, but also move to practice and play. Only in this way can a harmonious classroom really improve the effectiveness of teaching.