First, create a situation to stimulate interest in learning
Mathematics Curriculum Standard clearly points out in the curriculum implementation plan that mathematics teaching is the teaching of mathematics activities and the process of interactive development between teachers and students. Junior students are naturally active and it is difficult to keep their attention for a long time, so by creating a more attractive environment, they can attract students' attention. Therefore, in mathematics teaching, we can scientifically and effectively create situations according to students' age characteristics and life experience, so that students can explore problems happily in interesting situations and find the law to solve problems. It is always difficult for first-year students to understand application problems. For example, when teaching first-grade addition application problems, you can create a situation in which eight ducks are swimming in the river, and then the teacher shows the five ducks swimming again through animation. At this time, the teacher doesn't have to have a problem directly. Students can discuss the change of the number of ducks and ask corresponding questions to learn, so that students can not only calculate, but also understand and understand the meaning of addition. Inspire students to love learning and get close to nature. When teaching "applied mathematics", children can be attracted by the beautiful pictures of "forest morning" and the songs of birds at the beginning of class, so that they can feel immersive. Taking the situation of guiding students to go for an outing in the big forest, the whole class organically strung together the examples and exercises in the textbook, making students feel as if they were on a pleasant journey, enjoying learning while playing and learning while learning. Make abstract knowledge concrete, static picture dynamic, make students' various senses participate in learning activities, form a vivid and interesting learning atmosphere, and promote the inquiry, dynamics and emotion of cognitive activities.
Second, experience the operation and experience the learning process.
Mathematics Curriculum Standard emphasizes that mathematics activities should be a lively, active and personalized process, and students should experience the process of learning knowledge. Therefore, only through the process of learning can students devote themselves to the learning process as the main body.
1. Thinking promotes learning. Mathematics classroom teaching in lower grades should become a kingdom for children to actively think and explore. Without students' thinking and experience, there is no real mathematics learning. Teachers who can be independently thought by students will never be replaced, and teachers who can be independently discovered by students will never hint. Learning through thinking will bring students a profound experience of replacing old and new knowledge and bring vitality to the classroom.
For example, in the teaching of "Understanding Multiplication", first, the teacher lets the students experience observation, operation, comparison and other ways to perceive "several numbers", and then through the theme diagram (computer diagram) to understand multiplication, so that the students can realize that "four twos" can be expressed by addition formula 2+2+2+2 or multiplication 4×2. Because students know multiplication for the first time, it is difficult to realize the simplicity of multiplication calculation. In order to make students feel this strongly, then, "There are 2 computers on each desk. How many computers are there in 10 desk?" Ask the students to calculate in two ways. At this time, 10 is represented by addition, which is acceptable to students. When the teacher keeps increasing the "weight", there are two computers on each desk. How many computers are there on a desk in 100? "How to arrange it?" Let students continue to use the two algorithms to calculate, so as to feel that multiplication is simple and convenient. Multiplication is a simple calculation to calculate the sum of several identical addends. Teachers don't explain directly in teaching, but let students feel and gain by self-comparison of addition and multiplication formulas, and at the same time form a more comprehensive understanding of multiplication.
2. Turn the abstract into concrete. In traditional mathematics teaching, teachers mainly consider what to teach and how to teach, and sometimes they lack the necessary understanding and attention to students. The new curriculum emphasizes that mathematics teaching should be closely linked with students' real life. In classroom teaching, teachers should turn boring and abstract knowledge into vivid and concrete perception, so that students can feel mathematics through experience. For example, in the course of knowing time and minutes, after learning the knowledge of time and minutes, the teacher asked such a question: "How long is 1 minute? 1 minute What can we do? " First, students can be arranged to do eye exercises with music every day, and experience the length of 1 minute from things that students are familiar with. Then, students can count the number of their dirty slaps in 1 minute, and they can also arrange group activities: let them choose one of their favorite activities in skipping rope, patting the ball, doing oral calculations, writing and reading, and record their achievements in 1 minute. Children really know the length of 1 minute and 1 hour through practical activities, which is more profound and valuable than the teacher's dry explanation on the podium.
Third, dig deep into teaching materials and guide autonomous learning.
Textbooks are the material of teaching activities and an important resource for teachers to carry out teaching. Only when teachers have a deep understanding of the intention of compiling textbooks can they analyze textbooks from multiple angles, so that textbooks can become learning materials, teachers can innovate, students can learn actively and the effectiveness of classroom teaching can be improved.
1. Guide comparison and master methods. As the basic knowledge of mathematics (such as multiplication formula), students need to memorize it skillfully, but they don't need to memorize it by rote. Teachers should flexibly use teaching materials and organize various activities in classroom teaching to help students realize memory and master methods, so as to lay a solid foundation for later learning. When the multiplication formula was taught in the first volume of the second grade textbook, the problem group exercises were arranged in "think about it and do it" many times. For example, calculate the multiplication formula of 8 first, then 8×3+8, then 8×4, 4×8. Teachers should actively guide students to discover laws through comparison. When the students worked out the scores of this group, the teacher asked, "Is it just a coincidence that the scores of these three questions are the same?" So as to help students understand that 8×3+8 is actually three 8 plus 1 8, which is the addition of four 8. Although the multipliers of the last two questions are reversed, they are all the addition of four eights. All three problems can use the same formula "483 12", and we can think that the product "32" in this formula is the product 24 of the previous formula "3824". In teaching, we should often compare the formulas that students easily confuse and remember wrong, such as "3927" and "8972", to help students remember, and to allow and encourage students to remember the diversity of formulas.
2. Play games and participate independently. "Interest is the best teacher", and games are the most acceptable form for junior three students, and also an effective means to attract students to actively participate in mathematics activities. In teaching, teachers can design various games according to the cognitive rules and teaching contents of lower grade children. For example, passwords, guessing numbers (teaching multiplication formula), I am a doctor (teaching multiplication and division vertically), magic puzzles (knowing graphics), small statisticians (teaching statistics), touching the ball (possibility) and so on. Teachers can also carry out some competitions according to the curious and competitive psychological characteristics of junior children, such as "the king of oral arithmetic" and "calculating 24 points", so as to enhance the interest and charm of mathematics classes, release all students' enthusiasm for learning, and unconsciously and consciously devote themselves to learning.
3. Strengthen the reflective practice of understanding. Junior students may not have formed the initial ability of reflection, and sometimes they just do problems to complete tasks. Teachers can help students to connect pre-school with post-school through appropriate guidance, which is also conducive to students to develop a good habit of thinking after school.
The problem of "one picture and four formulas" often appears in the first volume of senior two, that is, two multiplication (or one plus one multiplication) and two division formulas are written according to one picture. For this kind of questions, most students can answer calmly, and the teacher can ask the students to talk about the meaning of each formula with pictures when communicating. This kind of questions can give the meaning of multiplication and division to specific questions and help students to incorporate what they have learned into the corresponding knowledge structure in time. And make it form a certain learning reflection ability.
4. Participate in application and improve thinking. Zankov said: "Teaching students to think is the most precious capital in their life." In teaching, teachers should not only help students master some basic knowledge and skills, but also cultivate students' awareness of observing life phenomena and solving life problems from a mathematical perspective.
For example, let students know about meters and centimeters, and let them find out which objects in life are about 1 meter in length and which objects are about 1 cm in length. The length of 1 cm is hand-drawn. After students have accumulated some representations of 1 m and 1 cm through these familiar examples, when actually measuring the length of some objects (such as the length and width of pencils and math book covers, the length and width of blackboards, and the length and width of classrooms), the teacher requires that the data be estimated before measurement.
Fourth, encourage evaluation and create a harmonious atmosphere.
Evaluation should pay attention to the results of students' learning, but also to their learning process ... Pay more attention to their emotions and attitudes in mathematics activities, help students know themselves and build their self-confidence. Effective evaluation helps students to understand themselves, build self-confidence and help teachers to improve their teaching.
1. Evaluate students with different rulers
One more ruler will bring more good students. The theory of multiple intelligences holds that everyone has nine intelligences at the same time, but these nine intelligences exist in different ways and to different degrees, making everyone's intelligence unique. Therefore, in this sense, there is no so-called "poor student" in the school, and every student is unique and excellent. This view of students can make teachers willing to evaluate, observe and accept students from many angles, thus developing students' potential. For example, when teaching the application problem of two-step calculation, you can set two goals, so that students can choose one according to their actual situation:
Target 1: One of the methods can be used to calculate.
Goal 2: Two methods can be used for calculation.
[Analysis] In mathematics classroom teaching, many teachers require each student to have a goal in each class. As a result, students with learning difficulties can't eat, and top students can't eat enough. In fact, evaluation should pay attention to students' personality differences, because students' individual differences exist objectively. In the above-mentioned teaching links, teachers set two different levels of goals, effectively overcoming the disadvantages of one-size-fits-all teaching goals, respecting students' personality differences, and enabling each student to develop at the starting point of their own knowledge and ability.
2. Diversified evaluation methods.
Due to the short duration of intentional attention of primary school students. Therefore, some teachers (especially junior teachers) give students material rewards such as "little red flowers" and "five-pointed stars" one after another in a class. Although this evaluation method has some merits, it has improved the enthusiasm of some students. However, if this method is used too much in a class, students will have a feeling of "disgust" and cannot guarantee their concentration. Even some students spend more time on how to get rewards, reducing the time for listening and thinking, and it is easy to develop a "utilitarian" psychology. Therefore, teachers need to adopt a variety of evaluation methods to promote students' effective learning.
3. Pay attention to delaying the application of evaluation.
The purpose of delayed evaluation is mainly to give students more opportunities to further develop their imagination and get more different answers before they know the correct conclusion, thus further cultivating their mathematical thinking ability. But in our class, it often happens that when a teacher asks a question, individual students will immediately raise their hands to answer it, and the answer is very correct. The teacher is also excited to praise the students in time. In this way, a large number of students may not have thought it over, but the result came out. These students' ideas were suddenly assimilated into the past and lost the value of thinking. The classroom has become a stage where only top students can perform. There will be such a situation, the student's answer is wrong, and the teacher will immediately deny it. This kind of arbitrary negation will dampen students' enthusiasm for learning, and it is not conducive to the formation of a teaching scene of speaking freely. Of course, the wrong is always wrong. The key is that the teacher's evaluation should not be too early, let the students speak thoroughly enough, and cause disputes among the students. Before the teacher makes an evaluation, every student is willing to express his own ideas, and students will try their best to make their own ideas different, which is very beneficial to the development of students' mathematical thinking ability.
It is believed that after continuous reflection, accumulation, improvement and practice, mathematics classroom can become an effective classroom, thus improving teaching efficiency and playing a good teaching effect, and students' abilities in all aspects can be developed.