Pupils are lively and like games. For them, mathematics is difficult to learn, but if teachers master the correct mathematics teaching skills, students will learn it easily. Next, I sorted out the teaching skills of primary school mathematics for you. Welcome to read!

Teaching skills of primary school mathematics

First, the correct use of teaching AIDS.

According to the age characteristics of primary school students, the use of visual teaching AIDS in teaching can concretize abstract concepts, make teaching content easy to be understood and accepted by students and stimulate students' interest. For example, in the teaching of "Division with Remainder", students are guided to observe that nine pencils are equally distributed to two students, and each student is assigned four pencils, leaving 1 pencil, so that students can clearly establish the concept of "remainder". The use of teaching AIDS is not to decorate the facade and make the classroom lively, but to serve the teaching purpose and make it an intermediary to convey and understand the teaching content.

Second, set the question.

An appropriate and thought-provoking question can arouse students' thinking waves, arouse students' desire to explore and urge them to actively participate in learning. For example, when teaching "Understanding the Circle", I asked the following questions: "Students, do you know what bicycle wheels are like?" The student replied, "It's round." After a little thought, I asked, "Is it a rectangle or a triangle?" The students laughed and shook their heads again and again. I asked again, "What if the wheel is oval?" Draw an ellipse on the blackboard. The student quickly replied, "No", and I immediately asked, "Why is it round?" This series of questions not only makes students have suspense about the problems to be solved, but also provides necessary psychological preparation for the follow-up teaching. Therefore, questions should be carefully designed in combination with the teaching content to attract students' attention and stimulate their interest in knowledge.

Third, make full use of games.

Games can create a harmonious atmosphere for students in mathematics teaching, mobilize students' multiple senses to participate in learning, and stimulate students' learning enthusiasm. Games are of great value in primary school mathematics classroom teaching. For example, the knowledge of "classification" in grade one is abstract and difficult to understand for children who have just entered school. Teachers can make full use of the illustrations in the book and set up games such as "finding a home for small animals, taking stationery home, driving into the parking lot, and putting fruit in a fruit bowl" to guide and inspire students to put similar items together and create a good atmosphere and mood for students. The psychological characteristics of students in the lower grades of primary school are curiosity, activeness, competitiveness and competitiveness. Attention is unstable. If you only know things by interest, you will be willing to do it if you are interested, and you will be absent-minded if you are not interested. And the game can adapt to this feature of children, so that children can change unintentional attention into intentional attention in happy games and learn new knowledge in a relaxed and happy atmosphere.

Fourth, the use of computer-assisted teaching.

Although the scenes in the new textbook are colorful and full of childlike interest, they are all static plane graphics, and the expression form of animation can attract students more. Therefore, today, when modern teaching methods are quite common, we should make scene maps into animation courseware, make full use of its functions such as shape, sound, color, motion and static, make static pictures active and visualize abstract knowledge. For example, when teaching the application problem of "Meeting Problem", through computer demonstration, we can understand the moving direction of two objects, "opposite", "opposite" and "same direction", explore the position, time and movement result of two objects in the opposite movement, and use software to visually demonstrate and assist teaching, which can help students understand the relationship between quantity in the problem more deeply. The application of multimedia teaching is an efficient modern teaching method, which keeps students excited, happy and eager for progress in their studies, and it plays an important role in giving full play to students' subjectivity!

Liven up the classroom atmosphere of mathematics.

Pay attention to the diversification of teaching methods and give students opportunities to express themselves.

Today's classroom is no longer the kind of "cramming" in the past, but should focus on discussion, cooperation and inquiry. Teachers are only organizers, guides and collaborators. What our teachers often lack is this ability to let go, and they always think that it is a wrong idea to let students delay time or speak incorrectly. The formation of students' study habits is closely related to teachers' teaching methods. At first, they may not speak well enough, but you can guide them. After a long time, they will naturally do so. Students will not only find it interesting, but also feel that learning is their own business, so they will study harder.

More importantly, everyone increased their interest and enlivened the atmosphere in the explanation and discussion. Therefore, in the usual teaching, students should be made to understand that living in a highly competitive society, we should always pay attention to cultivating our own expressive ability and expressive ability. Therefore, everyone should seize the opportunity, express their opinions and learn from each other's strengths. In addition, some competition activities can be designed in the teaching process, such as group answering and group answering, which can make students feel relaxed and happy and improve efficiency.

Liven up the classroom atmosphere of mathematics.

Guide exploration and let students enjoy climbing.

Suhomlinski said: "The skills and art of teaching and education are to make every child's imagination and possibilities come into play, so that they can enjoy the happiness of success in mental work." To do this, we must guide students to explore and let them enjoy the fun of success after climbing. In the process of teaching, the leading role of teachers should be reflected in properly decomposing the difficulties of knowledge and rationally dividing the levels of classroom teaching, so that students can gradually climb from low to high in the learning process. Only by exploring and climbing hard can we have the pleasure of success. In classroom teaching, it is very important to let students practice, let them gain knowledge from it, stimulate students' interest in learning, and at the same time make them deeply understand knowledge and use it effectively.

Therefore, in classroom teaching, teachers should let students talk, talk, swing and think, gradually abstract mathematical concepts from a lot of perceptual knowledge, and change boring passive learning into active learning, thus stimulating learning interest. By letting students practice the operation, they are constantly stimulated to be curious about new knowledge. For example, it is difficult for beginners of geometry to introduce auxiliary lines when talking about triangle internal angles and theorem proving. To this end, let each student prepare a triangle before class. In class, let the students draw three corners in different colors, then cut them out and put them together. There are several spellings. Put together, we can find four ways to draw auxiliary lines, and summarize the parallel lines that should be made at least on one side. This can encourage students to think actively, seek the law of solving problems, and achieve the purpose of developing intelligence and cultivating ability.

What is the teaching method of primary school mathematics?

Teaching method is the general name of the interactive way of teaching and learning adopted by teachers and students to achieve teaching goals and complete teaching tasks in the teaching process. Teaching method is an activity way to achieve teaching objectives and complete teaching tasks. Teaching method is the reflection of teaching idea, the concretization and behaviorism of teaching principle, which changes with the renewal of teaching idea, the change of teaching goal and teaching content.

First, common primary school mathematics teaching methods

1, prompt teaching method to explain, demonstrate, present and demonstrate.

2. Dialogue, discussion and operation of problem-solving teaching method.

3. Independent teaching methods, topics, means and plans.

Common teaching methods of mathematics in the second primary school

1, explain the method.

2. Talking methods.

3. Practice methods.

4. Demonstration and experiment.

Explaining is a teaching method for teachers to explain mathematical concepts, demonstrate mathematical principles or clarify mathematical laws with oral language combined with appropriate blackboard writing. Its characteristic is that teachers can systematically explain new mathematical knowledge, so that the whole explanation process forms a complete reasoning system, so that students can learn some reasoning methods while gaining systematic mathematical knowledge.

The basic requirements for students are to have certain listening and understanding skills, to be able to stay focused for a long time, and to write down the main points from the teacher's remarks.

Teachers are required to have strong language expression ability, pay attention to the inspiration of explanation, correctly use the thinking methods of analysis, synthesis, induction and deduction, properly combine explanation with blackboard writing, and guide students to learn to listen.

Dialogue is a teaching method in which teachers ask questions by talking and asking questions according to students' existing knowledge, so as to inspire students to think positively about the questions raised, so that students can draw conclusions and acquire mathematical knowledge. It is characterized by asking questions in a planned and purposeful way, arousing students' memory of old knowledge, connecting old and new knowledge or guiding students to think deeply, allowing students to fully express their views and ideas, and developing their thinking ability while enabling students to acquire mathematical knowledge.

The basic requirement is to ask questions carefully, ask questions for all students, listen to answers and evaluate them in time.

Exercise is a kind of teaching method in which students repeatedly complete certain actions or activities under the guidance of teachers in order to consolidate their mathematical knowledge and form certain skills. Its characteristic is that students can not only consolidate their mathematical knowledge, but also develop their thinking ability in practice.

The basic requirements are clear practice objectives, hierarchical practice, targeted practice, timely evaluation of practice results, moderate practice amount and diversified practice forms.

Demonstration and experiment. Demonstration is a teaching method in which teachers demonstrate teaching AIDS and enable students to acquire mathematical knowledge through intuitive means. Experimental method is a teaching method in which students experiment by themselves under the guidance of teachers, explore the rules and get cheating. The characteristics are: it can make students get rich perceptual materials, deepen their understanding of the essence of concepts, and help to cultivate their observation and thinking ability; It can stimulate students' interest in learning, arouse their enthusiasm and initiative in learning, and cultivate their exploration spirit and scientific attitude.

The basic requirement of demonstration method is to select suitable demonstration materials; The design of teaching AIDS should be scientific and the timing of demonstration should be appropriate; The demonstration should make the characteristics of the object obvious; Before the demonstration, students should be assigned specific observation and thinking tasks, so that students can observe with questions; Combination of demonstration and explanation.

The basic requirement of experimental method is to choose the appropriate experimental operation according to the teaching content; Let students know the purpose and requirements of experimental operation; Students should use their hands, brains and mouths to operate experiments; The experimental operation should be timely, appropriate and moderate.

In a word, the teaching of decimal mathematics has a long way to go. We must master teaching methods through learning and scientifically implement teaching behavior, so as to improve students' academic performance.