First, change the concept of education and constantly explore teaching methods
The main place for teaching activities is the classroom. Whether in the past, present or future, classroom teaching is the main way for us to cultivate students' comprehensive ability. Classroom teaching efficiency is the teaching task that teachers and students complete in unit time, that is, time, energy and? Output? The relationship. It is an important index to measure the effectiveness of classroom teaching, which affects students' basic knowledge of mathematics as social citizens, their sustainable development and the cultivation of their emotions, attitudes, values and general abilities. Some teachers want to improve the teaching quality by extending the class hours and engaging in sea tactics, but as a result, they bring great psychological and physical pressure to students and even endanger their physical and mental health. Classroom teaching uses as little time and energy as possible to make students get the maximum learning benefit, which is the fundamental place to reduce students' academic burden and improve their own quality. Classroom efficiency is the goal that our teachers have been paying attention to and persistently pursuing. The author has made the following thoughts on improving the efficiency of mathematics classroom teaching in primary schools:
Students are the masters of learning, and teachers are the organizers, guides and collaborators of mathematics learning. Advocacy of new curriculum concept? Student-oriented? The idea is to let students actively explore new knowledge, experience the fun of learning and realize it in a democratic, harmonious and pleasant classroom atmosphere? Everyone learns valuable mathematics; Everyone can get the necessary mathematics; Different people get different development in mathematics. ? To do this, we must seriously study the new curriculum standards and change the traditional teaching concept. If the concept does not change, it is equivalent to changing the soup without changing the medicine.
For example, everyone learns valuable math. What is valuable is these two aspects: first, the learning content is valuable, and second, the learning method is valuable. The content of students' mathematics learning should be realistic, meaningful and challenging, which is conducive to students' active observation, experiment, guess, verification, reasoning and communication. Effective mathematics learning activities can not only rely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics.
Second, the use of multimedia to optimize classroom teaching
Traditional teaching uses chalk and blackboard. Someone joked that a piece of chalk travels all over the world. This monotonous teaching method restricts the improvement of mathematics teaching quality and the development of students. Therefore, to improve the efficiency of classroom teaching, we should pay attention to the optimization of teaching methods. Reasonable use of multimedia-assisted teaching, combined with sound and animation, can improve students' interest in learning and stimulate their thirst for knowledge. Can let them actively participate in learning. We should give full play to students' imagination and creativity. Or? The content becomes? Activities? This is of great significance to developing students' intelligence, cultivating students' ability to observe, think and solve problems, and realizing the optimization of classroom teaching.
? Geometry? It is the key and difficult point of primary school mathematics learning. Solving problems requires students to have a certain spatial imagination. Because of age, students' thinking development is in the transition stage from concrete image to abstract, so it is not enough to solve relatively complex graphics. If we use multimedia teaching to make static geometric figures move, the problem will become simple. For example, when calculating the area of combined graphics in teaching, we can use computer demonstration to solve difficulties by translating, adding straight lines, rotating and reorganizing overlapping graphics, so as to find a breakthrough in solving problems, so that students can see the process of specific images and understand the composition of graphics, thus finding a solution to the problem.
But what should we pay attention to when choosing and using multimedia? Degree? Hold on tight There was a time when everyone used multimedia in every class to keep up with the fashion. It was very fresh at first, but after reflection, I feel that not every link in every class needs multimedia. Too much stimulation will make students tired and reduce the efficiency of classroom teaching. Only when used properly can its superiority be brought into play. After all, multimedia technology is a means, and only a means.
Third, teach learning methods so that students can learn to sum up.
Group cooperative learning refers to students' mutual learning with clear division of labor in order to accomplish the same learning tasks in groups. Cooperative learning embodies the concept of the new curriculum. In the teaching process, everything can't be cooperative learning in groups, but should be organized according to the needs of students and teaching. For simple content, there is no need to study in groups. For difficult content, students should be given time to think independently before organizing group cooperation. In this way, everyone has the participation of thinking, and everyone can learn mathematics. As the saying goes; There are no rules, Fiona Fang. When organizing group cooperative learning, the teacher's first step is to formulate corresponding rules. The key to cooperative learning is that teachers should scientifically form study groups, that is, follow? Homogeneity between groups and heterogeneity within groups? The principle of. According to students' learning ability, personality hobbies, grades, etc. Students with different characteristics and levels can be grouped and optimized. Group cooperative learning aims at cultivating students' cooperative consciousness and ability. Therefore, teachers should adopt strategies to cultivate students' cooperative ability: (1) Encourage students to learn to express their views. Group cooperative learning requires each member to actively support and cooperate with each other, communicate effectively, especially face-to-face interaction, clearly understand each other's ideas and viewpoints, and actively assume their own roles. Encourage and guide those students who are introverted, shy and afraid to speak. (2) Guide students to learn to listen. Listening is easier said than done. First of all, we must establish a sense of listening. Teachers should tell children that if they want to be respected by others, they must first respect others, and listening is a way for you to respect others. Secondly, praise those students who are willing to listen carefully in public and set an example. Finally, comment on which students have learned to listen. (3) Achieve * * * knowledge. Let students effectively solve the cognitive conflicts in the group, so as to solve problems, understand knowledge, and establish and maintain mutual trust among group members.
Therefore, teachers should do the above points in teaching, and the teaching effect can get twice the result with half the effort, which can not only improve the efficiency of classroom teaching, but also make students grow up healthily.
Classroom teaching methods of primary school mathematics 1. Let students truly become the masters of mathematics classroom.
In the classroom, teachers cultivate students' autonomy, cooperation and inquiry ability, guide students to teach each other and be teaching assistants, and promote students' collective learning. Cultivate students' abilities of previewing, self-evaluating, commenting, being a small teacher, changing homework and mutual testing, reduce teachers' operating coefficient in classroom teaching, increase students' participation coefficient in classroom teaching, and improve students' learning enthusiasm and learning efficiency.
Try: classroom learning? Calculation: 123-98=
Step 1: Let the students do their own calculations.
Step 2: Let the students discuss in groups.
Step 3: Let the group representatives show (compare)
1. 123-98=25;
2. 123-98= 123- 100+2=23+2=25。
Step 4: Student comments.
Step 5: Students summarize, find out the simplest calculation method and find out the conclusion.
Step 6: Consolidate the exercises.
The whole class is student-oriented, so that students can actively explore learning and give full play to it. In class, students study very actively. They are willing to use their hands and brains to express their ideas and practices, and they are very interested in it. The students gained a lot.
Second, according to the actual situation of students to create interesting teaching situations
A good situation will make students have a relaxed and happy mood and active thinking, fully mobilize the enthusiasm of students, and make people in a specific eager atmosphere. In mathematics classroom teaching, it is necessary to create appropriate situations, which will help to concentrate students' attention, stimulate students' interest in learning, and make students devote themselves to learning activities with great interest.
In primary school mathematics classroom teaching, multimedia can be combined with words, images, sounds, actions and so on. Form teaching software and produce good practical effect. Students will feel that they hear their own voices and are there, and they will be happy to study in vivid situations. For another example, primary school students are interested in stories and never tire of hearing them. Teachers can create situations by telling stories and stimulate the interest of primary school students in mathematics classroom learning.
Teachers should start from children's age characteristics, create appropriate situations, ignite children's thirst for knowledge, make classroom teaching full of vitality and fun, and effectively improve teaching quality.
Third, contact with real life.
Mathematical problems come from life. In our life, mathematics is everywhere. Using mathematics knowledge to solve various practical problems in life can not only reflect the significance of learning mathematics, but also stimulate students' interest in learning mathematics to the maximum extent, so that students can feel that mathematics is around them, and they will clear up their fear and mystery about mathematics. Therefore, in mathematics classroom teaching, teachers should skillfully connect with real life, reasonably organize teaching content, turn abstract into concrete, and make students have a strong interest in mathematics.
When I was doing the application problem of percentage multiplication, I first put an advertisement in the courseware:? Good news. It's safe. All the goods in our shop are sold at 70% of the original price. Welcome to buy. ? Then show all kinds of goods, let the students see for themselves and think to themselves:
1. What information did you get from watching the advertisement?
2. What would you do?
Health 1: I know that the price of all goods in this store is equivalent to 70% of the original.
Health 2: I know that if I buy something worth 100, I only need to pay 70 yuan.
Teacher: OK, let's go into this store, let all the students buy a product they like, and work out how much they should pay.
Students are interested, choose independently and try to calculate.
Teacher: Who will introduce the goods you bought and the price you have to pay?
The students raised their hands to express their thoughts and practices.
In this way, mathematics problems are brought into life, and students feel familiar with reality and full of interest. They not only experience the success and happiness of solving real life problems with mathematics, but also realize the value of mathematics and the fun of learning mathematics.
Fourth, establish a good teacher-student relationship.
Mathematics classroom teaching process is actually a process of emotional communication between teachers and students. A good teacher-student relationship can make students have a positive attitude and a happy mood. Many teachers also think that when students like a teacher, they will also like the teacher's lectures. Emotion is an invisible force, which really promotes students' diligent study. In the process of emotional communication between teachers and students, we should persist in facing all students, treat students with an amiable, approachable and meticulous attitude, and make students feel that teachers are like parents. Don't treat students with poor foundation coldly, don't ridicule and satirize them, respect them, and be good at discovering the bright spots in them. Even a little advantage should be fully affirmed, praised and appreciated in time. In teaching, teachers should respect students' opinions, encourage students' originality, encourage students to think independently, be good at evaluating students correctly with appreciation, and give priority to praise and encouragement.
Teachers should strive to make students full of confidence and interest in the whole classroom study according to the law of interest transfer. In class, I consciously let underachievers answer questions, let underachievers perform on the blackboard and so on. Of course, my questions are all in line with their knowledge level, and they can basically answer correctly. Even if they can't answer for a while, I will give them a hint to relax, inspire their thinking, and let them strive for the correct answer. If they get it right, I will give them praise in time. Teachers should also pay attention to using students' specialties and hobbies to stimulate students' enthusiasm for learning. There is a male student in my class who is particularly interested in painting, but his math performance is very poor. In an open math class, I specially asked him to draw and analyze on the blackboard, and I gave him a good comment on his drawing and analysis. Later, the student gradually became interested in math class, and his academic performance continued to improve. I just use his advantage of drawing to improve his enthusiasm for class participation, and then improve his math scores.
Teaching practice has proved that if every student wants to study, study and study again in class, optimizing classroom teaching is one of them. Shortcut? . It is necessary for us teachers to explore, study and summarize, and strive to improve the efficiency of mathematics classroom teaching.