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On how to improve the timeliness of mathematics classroom teaching
In primary school mathematics teaching, the quality of the teaching process is paid more and more attention. Under the requirements of the new curriculum, the author made a detailed study on the timeliness of classroom teaching of primary school mathematics. By analyzing the characteristics of primary school mathematics teaching, this paper expounds the concept of classroom timeliness, and puts forward some practical countermeasures to improve classroom timeliness, such as making good preparation before class, improving knowledge transfer efficiency, giving full play to students' autonomous learning ability and consolidating what they have learned.

1, what is classroom timeliness?

Compared with other subjects, mathematics teaching in primary schools is unique, which is mainly due to two reasons: first, mathematics itself is abstract, and compared with other subjects (such as Chinese and English), the teaching content is abstract. For example, in the teaching process of unknowns and equations, unknowns are more difficult for primary school students who have only been exposed to natural numbers; Secondly, the thinking mode of primary school students is mainly image thinking and action thinking, and the understanding of things is mainly appearance. Therefore, if the teacher only explains, it is difficult for the class content to be really absorbed by the students.

Based on these two characteristics, primary school mathematics teaching should pay more attention to its classroom timeliness. So what is classroom timeliness? Some experts believe that classroom effectiveness mainly refers to the overall effect of classroom teaching. Specifically, it includes the following aspects: whether the teaching content and objectives conform to the students' actual cognitive laws; Whether the teaching resources are effectively used; In the process of classroom teaching, whether students are endowed with the ability of autonomous learning and succeed; Whether the basic knowledge and skills are well implemented in classroom teaching.

2. The significance of classroom timeliness

The importance of classroom timeliness can be seen through the basic programmatic document "New Curriculum Standard" of national curriculum. The value orientation of the new curriculum standard requires teachers to create classroom atmosphere, create a certain learning environment, design corresponding teaching activities and express their educational ideas. It is particularly important for teachers to make use of teaching resources in class and guide students to master knowledge and skills through autonomous learning. In addition, improving classroom timeliness is also in line with the three-dimensional goal of the new curriculum standard. Teachers not only help students master the basic knowledge and related skills of mathematics through instructional design and classroom deduction, but also give students different learning experiences through a time-sensitive learning environment, thus arousing students' interest in learning mathematics. Unique learning experience and strong interest in learning will ultimately help to master knowledge and skills. On the other hand, if teachers neglect timeliness in teaching, it is likely that students will have a poor grasp of knowledge and skills, and their interest in learning will gradually weaken, even affecting their future learning path. Therefore, the timeliness of classroom teaching will be a problem that every teacher has to solve. Paying attention to the timeliness of classroom teaching is also the requirement of the new era for classroom teaching.

3. Ways to improve classroom timeliness

3. 1 Make preparations before class to improve the efficiency of classroom teaching.

As a teacher, we should have an overall grasp and understanding of the teaching content before class. Only by mastering what to talk about in each class, what is the connection between the content of each class and the courses before and after, and to what extent students should master this knowledge can they be orderly in the teaching process. In the teaching process, we should pay attention to the consistency and consolidation of knowledge. For example, in the old textbook, the contents of the form are taught together. In the new textbook, this part is divided into several small paragraphs and placed in teaching tasks of different grades. This change enables students to master this knowledge step by step from difficult to easy, from shallow to deep. However, this change also puts forward new requirements for teachers' teaching. According to the arrangement of knowledge in the new textbook, students can learn more easily, but there may be dating between the knowledge in the same section. Students forget the old knowledge to some extent, which has a bad influence on the absorption of new knowledge. This requires teachers to sort out the teaching materials as a whole, have an overall understanding of the relationship between knowledge and knowledge, and help students review the relevant contents of each knowledge point, so that students' knowledge system is complete and knowledge will not become an "island".

Another point that teachers should pay attention to is to have a detailed understanding of the overall situation of students, which is the so-called "preparing students." Teachers should be able to roughly understand each student's knowledge and learning ability, so that the underachievers can master the basic knowledge and skills, while the top students can explore more in-depth knowledge by themselves through the next level, so that "the poor students are full and the top students are not hungry".

3.2 Improve the efficiency of knowledge transfer and the utilization of time.

In order to transfer knowledge more effectively, teachers need to master certain skills and methods. The transmission of knowledge is not a teacher's unilateral explanation, but more importantly, students' acceptance and digestion of knowledge. Students' learning is divided into active learning and passive learning, while primary school students' learning mainly depends on interest, so how to make students more interested in learning has become a top priority.

In the teaching of junior students, if we can add the content that junior students like, such as introducing the teaching content with fairy tales, we can not only attract students' attention to the classroom in the shortest time, but also stimulate students' enthusiasm for learning and let them take the initiative to learn and solve problems. In the form of fairy tales, several questions related to the content of this lesson are put forward before class, which can not only attract attention, but also make the teaching content more vivid and make students want to learn and take the initiative to learn.

In teaching, one tool is often overlooked, that is, asking questions. If we can grasp the opportunity to ask questions and use heuristic teaching methods, it will be of great help to teaching. When students' enthusiasm for the course declines and their learning mood is low, they can often "incite" students by asking questions, thus greatly improving their learning enthusiasm. For example, when students are not interested in the content of this chapter, they can ask a relatively easy question. Students who answer correctly will have pride and be more involved in the classroom, while students who don't answer will also have competitive psychology and thus be more involved in the classroom. When students fall into the bottleneck of knowledge taught in class, asking questions can also be the key to help students understand knowledge. By asking the crux of students' questions, students can better clarify their thinking, thus helping them get out of the bottleneck and learn efficiently.

3.3 Give students more room for development and cultivate students' autonomous learning ability.

Some teachers often worry that students can't understand or learn well, so they take big arrangements for teaching, explain unilaterally in class, lack communication between teachers and students, and even feel uneasy during the practice, and keep nagging students, so that students seriously lack the space for autonomous learning. The president of Cambridge University once said in an interview with the media: "Cambridge gives scholars the greatest time and space." It can be seen that in education and teaching, students should be given time and space to study independently. If teachers explain themselves in class, they will not get the expected results, but may make students lax in discipline and bound in thinking, resulting in low learning efficiency. Properly controlling the time of explanation and giving students time to think can help students better absorb knowledge and improve learning efficiency. In the teaching process, it is best to combine the teacher's explanation with students' autonomous learning, so as to truly make students become the protagonists of learning, cultivate students' ability of active learning, and change passive learning into active learning, so that students' learning efficiency will be greatly improved.

3.4 Carefully prepare relevant exercises to consolidate the learning results.

Classroom practice is an important tool to consolidate classroom learning achievements. As a teacher, when designing classroom exercises, we should dare to break through the limitations of textbook exercises and add some open questions on the basis of the original content, which can effectively broaden students' thinking space and enhance students' autonomous learning ability gradually.

In the design of classroom exercises, we can focus on the following points. First of all, classroom exercises can break through the existing forms, not only limited to writing and calculation, but also introduce more forms. For example, in the study of three-dimensional graphics, students can make small models, which can not only consolidate their knowledge, but also strengthen their impressions. Secondly, the design of classroom exercises should pay attention to the hierarchy of exercises. "Mathematics Curriculum Standard" puts forward: "Mathematics education should realize that everyone can learn valuable mathematics, everyone can get necessary mathematics, and different people can get different development in mathematics". It can be seen that if the design of classroom exercises can pay attention to its hierarchy, it is in line with the requirements of mathematics curriculum standards.

4. Conclusion

Teachers can improve the efficiency of classroom teaching by fully preparing before class, increasing students' interest points and asking questions in class, improving the efficiency of knowledge transfer and the utilization of time, giving students the space for autonomous learning and encouraging students to explore independently, and helping students consolidate their learning achievements through the breakthrough design of classroom exercises. By grasping the timeliness, teachers will be able to effectively carry out classroom teaching and students will steadily improve their learning ability. This benign interaction mode of win-win between teachers and students will certainly create unexpected teaching effects.