1, let students understand the arrangement intention of the textbook.
In teaching design, students should always understand the relevance of the content of this course to future study and its use in stepping into society in the future. For example, the chapter "Reading and Writing with Large Numbers" makes students understand that if statistics and writing are used in the future, it will have a certain impact on employment and they will continue to study in the future. Another example is "three numbers times two numbers" and "the divider is the division of two numbers". In teaching design, introduce students to the role of verbal arithmetic in daily life and the arrangement objectives of this chapter. Let students understand the arrangement intention of teaching materials, which can effectively mobilize students to understand the arrangement intention of teaching materials and effectively mobilize their enthusiasm for learning.
2. Determine the appropriate teaching objectives.
Teaching objectives are not only the starting point of teaching activities, but also the preset possible results. The goal of primary school mathematics teaching includes not only the requirements of knowledge and skills, but also the requirements of mathematical thinking, problem solving and students' feelings and attitudes towards mathematics. Different understanding of the goal will lead to different teaching designs, thus forming different levels of classroom teaching. For example, "determining the position" of the same course, because two teachers have determined different teaching objectives, two different levels of teaching design will be formed.
To determine the appropriate teaching objectives, we must correctly handle the relationship between curriculum standards, teaching materials and students' level, and pay attention to the different levels of cognition, emotion and motor skills. Bloom takes explicit behavior of learners as the basic point of goal classification and complexity of behavior as the basis of goal classification, and puts forward six-level classification of educational goals in cognitive field-knowledge, understanding, application, analysis, synthesis and evaluation. 1964, Crasworth and others put forward the classification of affective teaching objectives, and divided them into five levels according to the internalization degree of values: acceptance, attention, response, value, organization of values, and personality of values or value system. Simpson divided motor skills into perception, orientation, guided response, mechanized action, complex explicit response, adaptation and creation. The classification of the goals of the three educators provides a basic basis for us to determine the teaching goals. When designing primary school mathematics teaching, we should consider these three target areas as a whole, and treat higher-level goals as the theme and fundamental purpose that affects the content. Only in this way can we determine the appropriate teaching objectives.
3. Use the migration method correctly.
Choosing the correct and appropriate method to apply knowledge transfer can make it easier and get twice the result with half the effort. For example, "reading and writing large numbers" has moved from reviewing the reading and writing methods of numbers within 10 thousand to the theme at the beginning; Another example is "three numbers multiplied by two numbers", which is introduced from the review of one-digit multiplier multiplication to the learned content; For example, the division of divisor is a two-digit number, and a new topic is introduced by reviewing the topic that divisor is a one-digit division. This makes it easy for students to learn new knowledge.
4. Pay attention to the diversification of problem-solving methods.