How to improve the teaching quality of 1 fourth grade mathematics
Dare and be good at changing teachers' roles.
For a long time, due to the deep-rooted influence of exam-oriented education, the education and teaching model has been unable to meet the needs of educational development. As a primary school teacher, to improve the quality of mathematics teaching, we should first dare to change the role of teachers, innovate in classroom teaching, and attach importance to the cultivation of students' ability, learning attitude and innovative thinking. This kind of spoon-feeding teaching method replaces the traditional teaching. Teachers simply speak and students listen passively. Through colorful classroom teaching mode. Mobilize students' learning enthusiasm, let students discuss and help each other in class teaching, and truly establish the concept that students are the core of class.
Specifically, to realize the transformation of teachers' roles, we should pay attention to the following aspects. First of all, we should change the concept of mathematics teaching. With the concept of new curriculum reform put forward, mathematics teachers in the new period should change the traditional spoon-feeding teaching mode. Teachers should play a guiding role, try to let students discuss and cooperate in groups in class, and evaluate and guide on this basis, and the teaching effect will definitely change significantly. Second, mathematics teachers should further strengthen their knowledge literacy and change from single-type teachers to comprehensive teachers. A math teacher can't just focus on math teaching. In fact, teachers' knowledge literacy should include professional knowledge literacy, cultural knowledge literacy and educational knowledge literacy. Under the background of new curriculum reform, mathematics teaching may involve many subjects and knowledge, which requires mathematics teachers to improve their knowledge structure to meet the teaching requirements of teachers under the background of new curriculum reform. Therefore, mathematics teachers should take the opportunity of continuing education to further broaden the access to cultural knowledge resources, improve their knowledge literacy, show their comprehensive teaching ability in classroom teaching, and guide students to grow rapidly. Third, we should change from the leader of the classroom to the guide, and be equal disseminators and friends of knowledge. Under the background of the new curriculum reform, teachers should dare to change their traditional position, step off the platform, go deep into students, discuss, communicate and cooperate with them. Really adhere to the "student-oriented", give students the initiative in class, and give full play to students' role as the main body of teaching. Through the transformation from teacher-led to guidance, a new harmonious teacher-student relationship of democracy and equality will be gradually established, so that students can learn knowledge in a pleasant and relaxed atmosphere. Fourth, we should shift from indoctrination to service.
Actively cultivate students' mathematical logical thinking
The famous educator zankov once pointed out: "In mathematics teaching, we should always pay attention to cultivating students' logical thinking ability and cultivating students' thinking flexibility and creativity." Cultivating students' logical thinking ability is a basic and important task in compulsory education, and it is also one of the important prerequisites to improve classroom teaching effect. The cultivation of mathematical logical thinking ability should start from an early age. Specifically, we can cultivate students' mathematical logical thinking ability from the following aspects. First, the cultivation of thinking ability should run through mathematics teaching in all grades. Primary school mathematics teachers should be clear that all grades are responsible for cultivating students' thinking ability, especially the fourth grade, which is a connecting link. The cultivation of mathematical thinking ability should be consciously carried out from the beginning. For example, to cultivate students' comparative ability, we can start with the size, length and quantity of objects. To cultivate students' abstract generalization ability, we can start with the addition and subtraction of numbers within ten and so on. In teaching activities, mathematics teachers need to guide students to compare, analyze, synthesize, abstract and generalize step by step through practical operation and observation, so as to cultivate corresponding thinking ability.
Second, the cultivation of students' mathematical thinking ability should run through every class. Mathematical thinking ability needs to be cultivated consciously all the time, whether in the initial review, in the process of imparting new knowledge, or in organizing students to practice exercises, it should be cultivated consciously in combination with the contents of specific professors. When teaching new knowledge, it is more important to guide students to analyze and reason, and finally sum up correct conclusions or calculation rules, which is more important than simply getting answers. Thirdly, the cultivation of thinking ability should be carried out in mathematics teaching. Specifically, we should pay attention to cultivating students' thinking ability when teaching mathematical concepts, calculation rules, solving application problems or operating skills. Because from the perspective of mathematics teaching, any mathematical concept is the result of abstracting and summarizing the quantitative relationship or spatial form of objective things. When teaching every mathematical concept, we should pay attention to guiding students to analyze and compare through examples or objects, find out similarities and differences, reveal the essential characteristics of concepts, and then make correct judgments.
2. Improve the efficiency of the fourth grade mathematics classroom in primary schools.
Know the subject of the classroom
Teachers have tried many methods to improve the efficiency of mathematics classroom in the fourth grade of primary school, but most of them have failed. The main reason is that they don't really realize who is the subject of the classroom. Even if the method changes their ideas, the classroom efficiency has not changed at all. The reason why the rhythm of primary school classes depends on teachers is that primary school students have no ability to judge what they have learned well and what needs to be strengthened, so they must rely on teachers' judgment to make their classes more efficient. The teacher asked the students how to do more in teaching. When teaching new knowledge points, students may have a lot of doubts, but they are often used to keeping their mouths shut. The fourth-grade pupils think they have enough thinking ability to think about some problems, but they are not. Since the students don't say anything, the teacher should take the initiative to ask.
For example, ask students, do you know how to solve it? What methods should we use to solve this problem? If the students give corresponding responses, the teachers can understand that they should not have too much problems with such topics, so they don't have to waste too much time on it. If students don't attend class, there will be no response. Teachers should spend more time on this knowledge point and deduce it slowly. Finally, teachers should be more patient with students. In learning, it is inevitable that some students learn well and some students learn poorly. The fourth-grade students have the ability to distinguish. If teachers treat students with poor grades coldly again, they will be even less integrated into the classroom. In order to improve classroom efficiency, teachers should treat students with learning difficulties as the main body of the classroom, and change their attitudes towards mathematics by changing their views on teachers, which is of great help to improve classroom efficiency.
Set up a one-on-one support group
Another reason for the low efficiency of mathematics teaching is that many problems of students cannot be solved in time, which leads them to waste too much time on some problems. On the one hand, teachers can't always solve problems when students need them.
Now, on the other hand, students are not used to asking teachers for help. Teachers can set up one-on-one mutual aid groups among students, so that students with good grades can bring a student with relatively poor grades to bind homework with classroom performance. In this way, students with good grades will take the initiative to bring their classmates with poor grades and help them solve some problems. Students with poor grades will study hard themselves in order not to hold back those with good grades. Active consultation. They prefer to consult their classmates and teachers. In addition, the teacher gives them a good grouping, so they won't feel embarrassed and can solve problems in time. In this way, their learning initiative will be greatly enhanced and they will avoid wasting time in many ways. Teachers will not have uneven problems to solve in teaching, and students can solve some relatively simple problems after class. There are many advantages for students to set up mutual aid groups, which teachers can try to implement.
3 How to improve the fourth grade mathematics classroom teaching in primary schools
Cultivate students' subjective consciousness and activate classroom teacher-student interaction
Teaching is essentially a process of interaction between teachers and students. In primary school mathematics teaching, teachers' teaching and students' learning should be perfectly combined, so that classroom efficiency can be guaranteed most reliably. For a long time, this problem has not been well solved. One of the most important reasons is that students lack subjective consciousness in the process of classroom teaching, but many teachers don't realize this, and blindly arrange the classroom teaching too tightly, which makes students in a passive state in the classroom. Over time, students will form a kind of thinking inertia. Therefore, in order to build an efficient classroom, teachers should first clarify students' dominant position in the classroom, cultivate students' subjective consciousness, and keep students' thinking active, so that teachers and students can form a good interaction, and teachers' teaching and students' learning can be perfectly combined.
Improve the interest of classroom teaching and stimulate students' interest in learning.
In primary school mathematics teaching, because students' learning purpose is not very clear at this stage, they also lack the enthusiasm and initiative of learning, and most of the motivation for learning mathematics comes from interest. Therefore, teachers should firmly grasp this psychological characteristic of students and pay attention to the improvement of classroom teaching interest, so as to promote students' interest in learning this subject. Teachers should also create a good classroom learning atmosphere for students, so that students can be in a relatively relaxed and happy state in the process of classroom learning, so that students' thinking activity will be higher and learning efficiency will be higher. When students' learning efficiency is effectively improved, the efficiency of the whole classroom teaching will naturally improve.
Delaying students' evaluation and developing students' thinking ability
Teaching should not only let students master the basic knowledge of the subject, but more importantly, let them participate in the process of knowledge formation. The principle of delayed evaluation should be used in teaching to enrich imagination and make free space. Advocate "everything you know, everything you can say, and give full play to students' initiative." "For example, in the practice of complex inverse proportion application problem, there is a problem that" a pile of coal actually burns only 2.4 tons per day, which is 0.6 tons less than the planned daily consumption. This pile of coal can burn for 96 days. How many days can it actually burn? "The wrong column of students is: (2.4-0.6)X=0.4×96. At this time, teachers can use the delay principle to guide students to correct themselves by asking questions. What is your equation based on? What does (2.4-0.6) mean? what do you think? How to understand the actual saving of 0.6 tons per day than planned? So (2.4-0.6) refers to the original planned daily coal consumption? How to make the original planned daily coal consumption? (2.4+0.6) Who is the correct multiplier? By thinking about the above problems, the difficulties that teachers should explain and analyze will be turned into the contents that students should explore themselves. We are exploring ways to learn thinking in middle school, cultivating good thinking quality of self-correction and improving students' thinking ability.
Dewey, an American educator, pointed out: "People who really think learn more from their own mistakes than from their own achievements. Only by combining mistakes with exploration can we breed truth. " In teaching, teachers can use wrong examples to enlarge them in time, or design corresponding multiple-choice questions and judgment questions, so that students can know their mistakes and why they are wrong in the exploration of right and wrong. Only by rational reflection on the "wrong case", distinguishing similarities and differences, and exploring the "root cause" can we prescribe the right medicine.
4 How to improve the quality of mathematics teaching
Cultivate primary school students to have good mathematics learning methods.
In fact, mathematics learning is not chaotic, it has certain laws to follow, and if you master these laws, the effect of mathematics learning will naturally be better. Of course, not all students can learn the learning method, mainly for senior primary school students. First of all, we should teach students to observe carefully. In fact, some math problems are done around a knowledge point. As long as a knowledge point is clearly understood and carefully observed, then this kind of problem is not a problem. Then teach students to summarize, and after learning the content of a stage, summarize and sort it out regularly to master the knowledge more firmly. In fact, having good learning methods is one of the ways to improve the learning quality of the whole primary school. No matter which subject has good learning methods, it is conducive to the improvement of learning quality, and teachers should pay attention to this.
Improving learning efficiency under the condition of harmonious teaching
A class is not entirely the result of presupposition, but the exchange of true feelings and wisdom between teachers and students in class. This process has both resource generation and process state generation. The new curriculum especially emphasizes the importance of problems in learning activities. On the one hand, it promotes students' thinking process through questions, on the other hand, it reproduces problems through students' various forms of communication and interaction. Whether the teaching process can be popularized in primary schools and whether teachers and students can interact effectively depends on the design quality of these two aspects. Therefore, carefully creating problem situations is an important part of teaching design.
It seems that the classroom atmosphere is active, all students participate, and the homework design has a gradient. However, when I sat down to listen to the class with the students, I found that only a few students could not understand these topics, but the teacher had to tell the whole class from beginning to end. This phenomenon is common among students, and there is no targeted problem for effective learning, just to complete the so-called teaching tasks and teaching objectives. It is conceivable that the effect of such classroom teaching is almost zero. Efficient classroom means that students actively participate in the classroom instead of "catering" to teachers' problems. Students dare to put forward their own opinions and questions, and can ask in-depth questions. Therefore, an effective classroom is also a classroom to solve students' problems.
Do some math exercises properly and do them selectively.
In the process of primary school mathematics learning, doing a lot of exercises is not very effective, but it does not mean that there is no need to do exercises at all. The topic selection of primary school mathematics teachers is very important, and the topic selection should be representative and special in order to play the role of doing the problem. In the early stage of primary school mathematics education, teachers can choose some basic exercises such as mental arithmetic, so that students can lay a good foundation for calculation; In the process of students' learning step by step, increase the difficulty and quality of practice; Finally, choose various types of exercises to make students adapt to the changeable questions. Don't do a lot of exercises blindly. Only when the math teacher screens and considers the exercises and lets the students do them selectively can the students really learn from the exercises. This is the real meaning of doing math exercises.
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