First, classroom teaching

(A) inadequate preparation before class.

1, did not study the textbook and curriculum standards seriously, did not grasp the key points, difficulties and keys of the textbook, did not accurately understand the knowledge, skills and mathematical ability that students want to acquire in this class, and did not fully understand the context of knowledge and the position and role of knowledge in this class. Without good preparation, the written lesson plans are of low use value.

Suggestion: Be sure to make full preparations before class. In order to create an efficient classroom, adequate preparation before class is very important. Lesson preparation is the basis of good class, and the preparation of lesson preparation is the basis of good class. Combined with my own teaching practice, I think we should make the following preparations for preparing lessons: fully interpret the curriculum standards; There should be a complete interpretation of teaching materials and teaching AIDS; The teaching object should be fully interpreted; All kinds of teaching resources should be fully accumulated and integrated. With these, your classroom teaching will become scientific, flexible, open and efficient. Resolutely put an end to not preparing lessons for classes for various reasons.

2. The use of teaching AIDS and learning tools is not prepared in advance. For example, in the class of "Understanding Cuboid and Cube", some teachers didn't even prepare visual teaching AIDS. It is very common that there are no people who should use teaching AIDS and operate inquiry activities, so it is impossible to realize the cognitive process from intuition to abstraction and from simplicity to complexity in the teaching process.

Suggestion: Use materials from life to help our teaching.

In primary school mathematics teaching, we can fully tap the materials around us for teaching. Our present teaching conditions are different. With the support of multimedia, we can guide students to study easily with vivid animation and beautiful pictures. However, most of the classroom equipment still stays in the era of a piece of chalk and a blackboard, so it is particularly important to find materials to help us teach in life. For example, a teacher is planting trees in the classroom. He holds out three fingers and asks everyone, "What does this mean?" "Then tell me how much space there is between these two fingers." The student said there were two. At this time, the teacher told everyone that the "spacing" between fingers here is a new concept in our math tree planting problem, that is "spacing". Then let some students come up and play with trees. Let's see how many gaps there are. The teacher did not use multimedia, but inspired by the teacher himself, and then asked several students to demonstrate and let the students understand the meaning of intervals. The whole process is easy and interesting, and the teaching effect is obvious. Furthermore, when teaching "Understanding of Length and Cube", the ink box, chalk box, dictionary, pencil box and so on around you are all good materials. There are many teaching AIDS around us, but we lack eyes for discovery. When we look at things around us with the eyes of discovery, we will see teaching AIDS. It may be a piece of chalk, a piece of wood or a piece of glass, but it can make students understand the teaching content easily and intuitively. I remember listening to a class of Liu Junmei in Yifu Primary School. She used a baton when talking about the characteristics of the cylinder, and used a knife to cut carrots when talking about how much the surface area of the cylinder increased horizontally and vertically. The effect is particularly good.

(2). Group cooperative learning is a mere formality.

Group cooperative learning is a learning method advocated at present, and it is also a focus of people's attention, but several phenomena in group cooperative learning deserve our deep consideration.

1, quiet. In group cooperative learning, students don't know where to start because of the problem of assignment and the lack of inquiry in tasks.

2. It's so funny. In the group discussion, the students are very active, scrambling to tell their views endlessly, but it is not.

Pay attention to other people's speeches and the goal of cooperative learning.

3. behave yourself. In the practice of group cooperation, students follow the operating procedures and precautions arranged by teachers in a unified and orderly manner, step by step, without their own ideas, actions and creations.

4, eugenic performance, individual students leisure. In the practice of group cooperation, eugenics guide the operation, express their opinions and report the results, while most students become listeners, bystanders and receivers, while individual students take the opportunity to chat or play with things.

How to make group cooperative learning a mere formality and improve its effectiveness?

1, team building:

The size and composition of cooperative learning groups can change with different activities. Of course, the most commonly used is the foursome. When grouping, we should consider: 1, grade: one student with good grades, one student with poor grades and two students with medium grades, so that the average grades of students in each group should be roughly the same. 2. Gender: two men and two women. Because mixed group cooperative learning of different sexes is more effective than group cooperative learning of the same sex. .

2, the division of labor of the group:

According to the relative specialties of students in the group, a reasonable division of labor is carried out. For example, students with high writing level and beautiful writing style act as "recorders" to deal with the results of group learning; Students with courage, strong language organization ability and clear expression should be "journalists"; Students with strong hands-on ability should be "operators"; Students who are strict with the law should act as group discipline supervisors, and remind students who stray from the topic or do other behaviors unrelated to the discussion at any time during the group discussion. The division of responsibilities among members is not fixed, let alone static. Due to the needs of students' all-round development, the division of tasks among members can be rotated frequently, so that every student can feel the hardships and fun of every "job" in the group.

3. Grasp the opportunity of cooperative learning in a timely and appropriate manner.

Teachers should do: any problem that students can solve through exploration will never be replaced; Any problem that requires students' cooperation to explore, we should let students cooperate; Cooperative learning pays attention to students' dominant position, but it cannot weaken teachers' dominant position. The teacher's lectures are liberated in places where students are easy to ignore or understand poorly. However, cooperative learning is not necessary in every class. The content of learning can be divided into difficulty, emphasis and non-emphasis, and cooperation cannot always be adopted.

Cooperative learning is needed when "there is no road to doubt". In the process of imparting new knowledge, teachers often ask some difficult questions to stimulate students' desire for knowledge and exploration. After repeated thinking and practice, students can't solve it independently. Can be said to be "suspicious, there is no way to recover." If cooperative learning is adopted at this time, it can form a strong research atmosphere, stimulate students' desire to explore and achieve the effect of "a bright future".

For example, when I was teaching "Year Month Day" and learning the new knowledge of "One Leap in Four Years", I created a challenging questioning situation: "When Xiao Qiang 12 years old, he only had three birthdays. Why? " Students are very interested in this problem and think about it one after another, but most of them frown and scratch their heads, unable to find a reasonable reason. So I asked the students to give full play to the role of group cooperative learning, and everyone made suggestions, * * * and discussed with the following remarks in the book. Everyone is saying, you point at me, you say I listen, you say me, and the atmosphere of exploration and research is extremely strong. Through the cooperative learning power of the group, the students solved the problem of four-year leap by themselves, and came to the conclusion that Xiao Qiang's birthday was February 29th. After the research results came out, the students suddenly realized that they were extremely proud of their efforts and were particularly impressed by their cognition. In the process of group cooperation, students' self-study ability and exploration ability are cultivated, and the teaching effect is particularly obvious. Cooperative learning is needed when there are different opinions. In our teaching process, when a teacher asks a question, he often hears voices like "I said it" and "I still want to say it". Students are eager to express their ideas and express their opinions one after another. However, the limited time can't satisfy every student's desire for expression. At this time, group cooperative learning can make students speak freely and communicate with each other, and fully stimulate students' interest in learning.

For example, when teaching "Understanding RMB", students are required to classify RMB. After the collective report exchange, some students still didn't realize the joy of success, holding their small hands high, expecting to be recognized by teachers and classmates. So the teacher asked them to exchange their own classification methods in the group. Although it was only a few minutes, more students got the chance to speak. In the process of communication and conversation, children have deepened their understanding of different RMB, increased their interest in learning mathematics and established their self-confidence in learning mathematics.

The collision of ideas and wisdom requires cooperative learning. Different individuals always hold different views on different issues, but in our classroom teaching, there are often contradictions and conflicts in learning cognition. For example, after a controversial question is raised, children often hold their own opinions, argue with each other, and do not give in to each other. At this time, cooperative learning is conducive to cultivating students' competitive consciousness and cooperative spirit, and giving full play to students' dominant position.

For example, after learning "grams and kilograms", the teacher asked, "Which is heavier, cotton 1 kg or iron 1 kg?" Some say cotton, some say iron, so let the students argue in the group, "I think iron is heavy, cotton is not as heavy as iron." A child said. "You are wrong. The teacher has already said that cotton and iron are both 1 kg, so they are equally heavy. " "I also agree with you. Whether it is cotton or iron, their mass is 1 kg, which is the same. " Another child also expressed his thoughts. It is this form of group cooperation that allows students' subjective thoughts to gallop in the space of free debate, and they show their ideas without reservation. In the debate of children's ideological confrontation and wisdom collision, how many wonderful ideas stand out, and critical thinking and innovative thinking have also developed by leaps and bounds here. Both experiment and operation need cooperative learning. Mathematics learning requires students to experience and learn mathematics in the process of practice and exploration. "We will forget what we heard, we will have traces of what we saw, and we will remember what we did in person." In the actual hands-on operation process, sometimes students can't do it independently by their own wisdom and actions, which requires the integration of the wisdom of team members, division of labor and cooperation, and work together with * * *.

When the teacher teaches "circumference", before class, the teacher gives each group of students an experimental record sheet with diameter, circumference, the relationship between circumference and diameter, and various coins printed on it. After class, the teacher finished the experimental requirements and let the group cooperate to measure, operate and think organically. The students discussed and analyzed the data in the table and found that the circumference of a circle is always more than three times the diameter in different circles. Such cooperative activities not only stimulate students' initiative to participate in learning, but also cultivate students' cooperative spirit, which is very beneficial to students' all-round development. Cooperative learning in experiments and operations gives every student the opportunity to participate in hands-on and brain thinking. They learned the division of labor and cooperation, understood the orderliness of activities and operations, and understood that all difficulties can be solved as long as everyone participates and everyone starts work, and the ideological consciousness of unity and cooperation is gradually enhanced.

4. Cooperative learning time must be guaranteed.

Pupils are young, generally spend more time operating and thinking about problems than adults, and they have to organize language reports after cooperation. This requires teachers to fully preset the time required for students to operate, explore, discuss and communicate according to the learning content, and give students enough time to speak, supplement, correct and even debate, so that each student has the opportunity to speak and complement each other. Only when teachers fully preset before class and leave enough time for cooperative learning will cooperative learning not become a mere formality. Otherwise, because teachers don't give students enough time to cooperate, they are stopped before students really enter the cooperative learning state, which will cool students' enthusiasm for cooperation and make group cooperation a "fancy but useless" flower shelf, which will not only fail to achieve the purpose of cooperative learning, but also easily dampen students' enthusiasm for cooperative learning and make students develop the bad habit of perfunctory.

Group cooperative learning is an important teaching method under the new curriculum concept, and it is also an effective learning form for students to learn and promote each other. Effective cooperative learning can complement each other's advantages, promote the construction of knowledge, create opportunities for every student to actively participate in learning, and promote the development of students' personality. Let's work together to make students move, make the classroom alive, and make cooperative learning one of the most solid and effective learning methods to improve the efficiency of classroom teaching in an all-round way.

(C) the classroom test is not in place

The realization of efficient classroom is inseparable from timely detection, and effective detection is a magic weapon to promote students' efficient learning. Classroom detection can detect students' learning situation, and classroom detection can feedback teachers' teaching situation. But some classroom tests are of little significance, and some classes are not even tested. In my opinion, only after classroom tests can teachers find out the shortcomings in preparing lessons in time, adjust methods and change strategies, so as to achieve the ideal goals.

How to conduct classroom tests effectively, I think it should be carried out from the following aspects: First, teachers should carefully design exercises. The design of exercises should be few and precise, closely related to the knowledge points detected in the class, so that students can clearly understand the important and difficult points of this lesson. It can also train students' thinking.

Second, the question of classroom test should be oriented to all students and have a gradient.

It is necessary to face all students, embody basic knowledge training, and conduct extensive training to jump and pick peaches so that students can

Only through our own efforts can we realize the happiness of success.

Third, flexible detection.

The types of questions should be flexible and varied, and the forms should be colorful.

Fourth, the feedback of in-class test should be corrected in time.

Detection is to find problems, and it is the key to find problems and solve them. Therefore, in the end, we must let students correct their mistakes, sort out the wrong questions and write them down in the wrong book, which will help to consolidate their knowledge and be aware of them. If you have time, you can take a second test to strengthen students' understanding of the test knowledge, form pressure and generate motivation, and urge students to listen carefully and treat them correctly in class.

In short, we should seriously grasp the classroom test, which can effectively understand the students' mastery of classroom knowledge and effectively improve the efficiency and quality of classroom teaching.

Two. Mid-term and final exams

Over the past year, the teaching and research section has organized four tests and investigations on unified propositions. Based on textbooks, the examination paper insists on examining students' basic knowledge and skills, and at the same time examines students' ability to solve problems flexibly, which embodies the new concept of the new curriculum. The number of questions is appropriate, the focus is prominent, the questions are rich and flexible, the individual differences of students are respected, and the difficulty gradient and corresponding proportion of questions are paid attention to. Increase the number of dots, so that students can develop a good habit of writing carefully from an early age.

Judging from the examinations of all grades, students have a good grasp of the traditional "double basics", but it is not suitable for testing students' innovative spirit and practical ability, which reflects that teachers' teaching concepts need to be further changed in a certain sense. Therefore, it is suggested that teachers should further strengthen their study, seriously understand the concept of the new curriculum, make knowledge live in teaching, and design more topics aimed at cultivating students' innovation and practical ability in teaching to train students' thinking.

In addition, students' math study habits are not fully developed. There are also some common low-level mistakes in the test paper, such as simple calculation errors, wrong data copying errors, decimal point omissions, item omissions and irregular item types. More points were lost in grades one to five; Students' test ability is not strong. Quite a few students have no habit of testing, or even can't.

In the usual math class, we must cultivate students' good habits of careful examination of questions, careful calculation, standardized answers and neat handwriting. And teach students how to check: to see if the check is correct; Second, see if you have copied the wrong questions or numbers; Third, whether the formula is accurate and whether the calculation process is wrong; The fourth is whether the writing of the answer is complete. Cultivating students' good study habits plays an important role in a person's character. If you give timely guidance, help and strict training in class, you can form good study habits over time.

Thirdly, teachers' professional quality of mathematics needs to be improved.

As a math teacher, we must attach importance to and strengthen our own mathematical knowledge literacy. Only through continuous learning can we make up for the lack of mathematical knowledge. In the annual teacher recruitment examination, a considerable number of teachers have poor grades. I earnestly ask you: read through the textbooks for grades one to six and the teaching books for teachers.

Mathematics is a systematic science, and there is a close relationship between knowledge before and after. The knowledge level of long-term junior teachers can't just stay at the level of junior, and long-term senior teachers should be familiar with the textbooks of junior. In mathematics class, we must never give lectures. We should contact the previous knowledge, review and pave the way, introduce new knowledge, make it easier for students to master new knowledge, leave room, stimulate students' interest, cultivate students' concept of big mathematics, and let students build a complete knowledge system. Only by constantly enriching their knowledge reserves and making full preparations for guiding students to explore mathematics can teachers avoid the embarrassing situation of misleading children in class.