1 How to improve primary school math scores
(A) thoroughly understand the teaching materials, clear three-dimensional goals
The new textbook is the concrete embodiment of mathematics curriculum standards, and it is the main basis and basis for realizing curriculum objectives and organizing teaching activities. Compared with the original textbook, the new textbook has undergone great changes in teaching content, material selection, teaching requirements and presentation methods. The change of teaching materials urges teachers to enter new teaching materials. Teachers must study hard and deeply understand the intention of compiling new teaching materials, and earnestly grasp the overall teaching objectives and stage requirements; We must seriously think about how to give full play to the role and advantages of new teaching materials in keeping close to students' real life, stimulating learning interest, tapping learning potential, and mobilizing learning enthusiasm and initiative, so as to effectively promote the formation and development of students' mathematical literacy. To thoroughly understand the teaching materials is to grasp the growing point of new knowledge; Grasp the key and difficult points of the textbook; Grasp the depth and breadth of teaching materials and grasp the key points of teaching materials. We should also study the order of textbooks word for word, each illustration and example.
Teachers should first try their best to accurately grasp the teaching of each class from the perspective of a complete set of teaching materials, so as to boldly integrate the teaching content from the reality of the students in this class; Secondly, based on the psychological characteristics of students, we should strengthen the careful design of each class, focus on guiding students to learn what to do in each class, and accurately grasp the classroom objectives; Thirdly, we should pay close attention to students' learning status in the classroom, strengthen the analysis of various concepts, carry out strict training, and cultivate students' mathematical thinking ability, which should not only highlight individualized thinking, but also pay attention to the refinement of * * * to continuously improve students' thinking quality; Fourth, actively guide students to be good at observing the colorful real world with mathematical eyes, so that students can feel the value of mathematical knowledge in the process of solving practical problems with knowledge.
(B) Let students take the initiative to participate in learning
(1) Create a democratic and harmonious classroom atmosphere. Mr. Tao Xingzhi once said: "Teacher Wang's responsibility is not to teach, but to teach students how to learn." Therefore, we should arouse students' subjective consciousness, cultivate students' initiative, dare to make way for students, and be mentors, collaborators and promoters in the learning process. We should step down from the high platform, go deep into the students, and face each student with full enthusiasm, good mood and sincere smile, so that students can truly feel that the teacher is approachable and amiable, willing to associate with the teacher and take the initiative to participate in learning.
(2) Cultivate students' interest in learning mathematics. Interest is a powerful driving force to promote students' learning and knowledge, and it is the forerunner for students to get started. Whether primary school students are interested in mathematical knowledge is directly related to students' mastery of knowledge and development of thinking ability. Therefore, in the process of mathematics teaching, teachers should not only encourage and praise students, but also guide students with expectant eyes and trusting language; We should use more vivid and diverse teaching methods to infect students; We should also create conditions for students to experience success. We should expect students to succeed, strive to create opportunities for them to succeed, put forward different requirements for students at different levels, carefully design exercises, and assign homework at different levels.
2. Pay attention to the basic skills of mathematics
1. operation is the basic skill to learn mathematics well. If the operation ability is not enough, it will directly affect the future mathematics learning: from the current mathematics evaluation, the accuracy of operation is still a very important aspect, and repeated operation errors will undermine students' confidence in learning mathematics. From the point of view of personality quality, students with poor computing ability are often careless, with low requirements and low vision, which hinders the further development of mathematical thinking. From the self-analysis of students' test papers, there are many questions that can be done and mistakes made, and most of the mistakes are operational mistakes, and they are extremely simple and small operations. Although the mistake is small, it must not be taken lightly, and the real reason behind it must not be covered up by a careless word.
It is one of the effective means to improve students' computing ability to help students carefully analyze the specific reasons for errors in operation. Facing the operation, the mood is stable, the arithmetic is clear, the flow is reasonable, the speed is even and the result is accurate; Be confident and try to do it right once; Slow down and think carefully before writing; No verbal calculation, no mental calculation, no skipping steps. Write clearly on the draft paper and finally scan it with your eyes to see if there are any low-level mistakes.
2. Start with examples and draw inferences from others. At the beginning, we should start with the basic problems, take the exercises in the textbook as the standard, lay a good foundation repeatedly, and then find some extracurricular exercises to help broaden our thinking, improve our ability to analyze and solve problems, and master the general rules of solving problems. For some error-prone topics, you can prepare a set of wrong questions, write your own problem-solving ideas and correct problem-solving processes, and compare them to find out your own mistakes so as to correct them in time.
We should develop good problem-solving habits at ordinary times. Let your energy be highly concentrated, make your brain excited, think quickly, enter the best state, and use it freely in the exam. Improve the breadth and depth of mathematics learning. The topics are not many but precise, so we should pay attention to methods and effects. Ensuring the quantity and quality of doing problems is the only way to learn mathematics well. One question has multiple solutions, one question is changeable and pluralistic. "Reviewing the past and learning the new" is also an efficient and targeted learning method.
3 to improve the performance of primary school mathematics teaching
Using "multimedia" to master concepts
Mathematical knowledge is abstract, especially the concept of numbers. In order to let students master the concept of number smoothly, I designed it like this when teaching the understanding of "7": at the beginning of class, I first showed my computer software, and the screen showed a scene of spring, accompanied by a relaxed music. Accompanied by the beat of the music, I told the students a beautiful story: Spring came, the earth was dressed in green, and Father Sun showed kindness. On this day, mother rabbit took her baby to the grass for the first time. After a whole winter, she breathed the air of spring for the first time. How happy the rabbits are! The teacher asked the children impromptu. Count it. Here are some rabbits. Teachers teach students to know and write. After that, the screen continues to display 7. Rabbits are eating fresh grass and playing around. After eating, Mother Rabbit asked the rabbits to play games together. Seven rabbits were divided into two groups (the screen stopped), but the rabbits could not stand well. Do you know how to divide it, little friend? * * * How many ways are there?
(The teacher teaches the decomposition of 7, and shows the division and species of 7 cute rabbits with computer software. ) Show the software. After playing the game, the mother rabbit gave the baby rabbit some questions. Do you want to do it, children? Show the software and show several different forms of consolidation exercises. In this way, the lesson ended with beautiful music and animated stories. "Computer multimedia" has been used in teaching from beginning to end, which has played a role in turning boring into lively and lively, allowing children to master conceptual knowledge in a relaxed and happy way.
Hands-on practice stimulates fun and learning.
Learning itself is a complicated thinking process, the human brain is the center of thinking activities, and learning interest and thirst for knowledge are the driving forces to start brain thinking. In classroom teaching, allowing students to practice and gain knowledge from it can stimulate students' interest in learning, make them deeply understand knowledge and use it effectively. Therefore, in classroom teaching, teachers should fully let students practice, talk, draw pictures and think, gradually abstract mathematical concepts from a lot of perceptual knowledge, and master the essence of concepts, so as to turn boring passive learning into active learning and achieve exciting and enjoyable learning.
For example, when teaching "Circle", I changed the traditional teaching method that the teacher demonstrated, the students watched, the teacher talked and the students listened. Instead, let students take out circular cardboard with diameters of 3 cm, 4 cm and 5 cm prepared before class and do experiments independently. Let each student measure the circumference of three circles with different sizes, then measure the diameter, and organize students to discuss the relationship between circumference and diameter in time. Through personal measurement, the students all understand that from the relationship between the perimeter and diameter of the first three circles, it is found that the perimeter of a circle is more than three times the diameter of the circle itself, regardless of the size of the circle. Finally, with a little help from the teacher, the students quickly understood the meaning of pi and deduced the calculation formula of pi. Students' interest in new knowledge can be constantly stimulated by letting them practice and operate. In participating in practical activities, students' abstract thinking has been developed, thus realizing the joy of success.