Experience sharing of establishing efficient classroom of primary school mathematics
First, create scenarios to stimulate interest and provide students with a platform for self-exploration.
According to the physical and mental characteristics of students of different ages, the new curriculum standard has made scientific and specific provisions on the teaching objectives of different classes. First of all, the orientation of teaching objectives should be moderate and difficult. Just like playing basketball, the basket is too high, and students can't throw it in no matter how hard they try, so they naturally lose confidence; Moreover, if the basket is too low, students will easily fall into it, and of course there will be no joy in overcoming difficulties. Secondly, teachers should fully consider the unity of three-dimensional goals when formulating teaching goals. The formulation of teaching objectives should also consider three levels: good, medium and poor. According to the principle of teaching students in accordance with their aptitude, the formulation of teaching objectives should also vary from person to person, and students at different levels require different goals, so it is necessary to avoid generalizing.
1, import before class, display target
Fascinating introduction can awaken students' thirst for knowledge and stimulate their interest in learning. Therefore, as soon as the teacher enters the classroom, either let the students listen to the recording or music related to the text, or tell a short story related to the text, or start a wonderful dialogue related to the text, or import it with video clips. So as to stimulate students' interest and motivation in learning and improve classroom efficiency.
2. Develop an outline to guide self-study.
Write a small blackboard before class, so that students can see through the blackboard in class, make clear the requirements of self-study, that is, what to learn, how long to use and how to take the exam, and guide students to learn independently, such as reading, whether to read independently around thinking about problems and finding answers, or to discuss and solve difficult problems while reading. As for the proposal of learning objectives and self-study requirements, the best way for junior students is to stimulate competition, because competition can stimulate children's thirst for knowledge and stimulate students' enthusiasm for learning.
3. Group discussion and cooperative inquiry
Cooperation is more important than knowledge. It is becoming an important quality of contemporary people and is favored by everyone. Group cooperative learning in class is conducive to emotional communication and information exchange between teachers and students, and encourages students to observe and think from different angles, thus developing divergent thinking and seeking the opposite sex.
Mathematics curriculum standard points out: "Effective mathematics learning activities can't rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." And efficient mathematics learning activities should pursue a higher level on the basis of effective mathematics learning activities.
Second, set questions to stimulate active interest in learning
In this process, through a series of activities, by encouraging and inspiring children, by developing children's self-confidence in learning bit by bit, children are fully attracted to participate in learning activities spontaneously, making students eager to learn and willing to learn. Group cooperation can cultivate students' awareness of mutual cooperation, but we should pay attention to the clear division of labor among the people in the group, so as to arouse each child's learning enthusiasm, and at the same time, through * * * participation and active cooperation, we can also cultivate the cooperation ability between children.
In short, the effectiveness of teaching is achieved by teachers guiding children together. Whether teaching is really effective or not requires unremitting efforts and continuous improvement. Through problem setting, in fact, this is the process of motivating children to explore actively and solve problems by themselves. How to set it is to ask our teachers to go deep into the teaching materials and skillfully design the questions of each knowledge point, so that the children's autonomy and enthusiasm can be improved and the efficiency of the natural classroom can be improved.
Third, cultivate good listening habits.
In teaching activities, teachers can use appropriate teaching measures and spend the least time and energy to achieve as many teaching effects as possible, achieve specific teaching goals and meet the educational value needs of society and individuals. Specifically, the effectiveness of teaching includes three meanings: fast speed and less time spent learning specific content; Therefore, the changes that have taken place, the progress made or the achievements made should be remarkable; The psychological feelings of experiencing, accompanying or germinating should be profound. Generally speaking, the effectiveness of classroom teaching refers to students' acquisition, improvement and progress in learning through classroom teaching activities. The concrete manifestations are: from ignorance to understanding, from less knowledge to more knowledge, never having a meeting; Emotionally, never interested to interested, never liked to like, never loved to love.
All these require teachers to spend a lot of time to persist and cultivate, which can not be formed in a simple day. We need to do well in every class so that we can do these things in every class. So is it effective to do these things? Not only that, each class should also have a clear goal and knowledge system, so that students can know what to learn and do in this class.
In addition, we should pay attention to the optimal design of classroom links and give full consideration to each link. What kind of problems do students have? How did you solve it? And these are carefully prepared after class. This requires us to firmly establish the awareness of three-dimensional goals, set realistic learning goals for each class, and describe them accurately, so that each class has a clear and definite teaching direction, which is the premise of improving teaching effectiveness. Second, we should implement corresponding teaching measures according to the characteristics of mathematics subject and students' cognitive level, and at the same time, we should be able to grasp the teaching focus and break through the teaching difficulties. Third, truly establish students' dominant position and give full play to teachers' leading role, that is, pay attention to mobilizing students' initiative and enthusiasm in learning, guide students to think deeply and communicate and discuss in groups. Fourth, we should make great efforts to cultivate students' behavior habits, pay attention to developing students' independence, cultivate students' autonomous learning ability and self-confidence, and constantly improve the level and level of teaching, so as to keep teaching ahead of development. Fifth, organically combine presupposition and generation, that is, in a dynamic environment, we can not only generate a high-level presupposition, but also pay attention to effective generation, and finally realize efficient knowledge learning and cultivate students' independent innovation ability.
Fourth, practice should be refined and thinking should be developed through training.
1, "Entertainment"
How can you be efficient for forty minutes if you can't concentrate in class? To solve this contradiction and improve classroom efficiency, it is necessary to design some "entertaining" exercises. According to the age characteristics of students, I often design some competition exercises such as "Happy Competition", "Winning ABC" and "Climbing the Peak". The same calculation exercise has different effects in different situations. Students do problems in such an "entertaining" atmosphere, with high interest in learning, quick problem solving and strong consolidation. For example, I designed a game of "picking the fruit of wisdom" when I was teaching the first grade to "find the law". Arrange each exercise in each wisdom fruit. Every time a student does a problem correctly, the fruit of wisdom will fall and be distributed to everyone, which fully mobilizes the enthusiasm of the students and makes them taste the happiness of success. Practice like this avoids the distraction caused by mechanical repetition, makes students unconsciously consolidate what they have learned, changes "I want to practice" into "I want to practice", and increases the fun of practice.
2, "openness"
Teachers' "teaching" and students' "learning" in mathematics learning must be open and diverse. Classroom practice is a concrete measure to make students master knowledge skillfully and cultivate their thinking quality. Practice should consciously reduce the mandatory elements, increase the openness of practice, and make students' thinking more open and flexible. For example, after I finished learning Yuan, Jiao and Fen in Senior One, I designed such an open activity exercise: show students the scene of the store and put out various items for students to buy. Assuming that each student prepares 5 yuan money, it is more reasonable and desirable for each group of four students to discuss how to buy it. In this process, it should be difficult for first-year students to calculate the total price and pay attention to the quantity and variety. However, because students are in a specific situation (simulation shop), students are emotional, active in thinking and have group cooperation, and the spark of innovation is naturally stimulated. In fact, each group did a good job. Teaching examples prove that providing a broader and more open practice space and time for students' thinking can make students realize the diversity of problem-solving strategies, improve their ability to analyze and solve problems, and maximize their creative potential.
Fifth, using information technology to improve classroom efficiency.
Interest is the best teacher. In mathematics teaching, teachers often talk with relish on the podium, and students show negative and bored emotions or do other things by themselves. An important reason for this phenomenon is that it is difficult for teachers to be interested in students who have not experienced it personally. With the help of audio-visual education, the teaching process of mathematics can directly affect students' various senses through sound, light, color and shape, so that students have a strong interest in learning.
Sixth, sum up your life and broaden your mind by being active.
Classroom summary can be based on the content of this class, or set suspense, or expand, or play games, in order to expand students' thinking and improve students' cognitive ability. The end of the class is an extension of a knowledge point: the end is a "question mark" rather than a "period".
In a word, classroom teaching is a profound knowledge with strong artistry. In order to improve the effectiveness and efficiency of classroom teaching, we must adhere to the principle of "all for students' development", take teaching theory as the guide, and constantly summarize, improve and innovate through our own continuous practice, so as to really improve the quality of classroom teaching and improve students' learning efficiency.