"Let students learn mathematics in vivid and concrete situations" is one of the important concepts of the new curriculum standard of primary school mathematics. Under this concept, the traditional mathematics textbooks have also changed accordingly, from the model of "examples+exercises" to the model of "problem discovery-problem generation-problem solving-problem expansion". It can be seen that creating a good teaching situation in primary school mathematics teaching is a problem worthy of our consideration. Vivid, interesting and intuitive mathematics teaching activities, such as telling stories, playing games, intuitive demonstrations and simulated performances, make full use of students' life experience and make teaching activities get twice the result with half the effort. Good situational introduction is the beginning of a good class, which can make students focus on the content of classroom teaching quickly, stimulate students' strong interest in learning and thirst for knowledge, make students' learning state active, and make students learn knowledge in a relaxed and happy atmosphere.
For example, in the teaching process of "Left and Right" in Senior One, I asked the students to divide the four students into a group by game, and then asked them to stretch out their right hands to shake hands, with their right hands touching their right ears, their right hands touching their left ears and their left hands touching their right ears.
Touch your left ear with your left hand ... in the process of each child participating in the game, experience the joy of the game and learn "left and right" unconsciously in the game. At the same time, students can feel the effective strategies to solve problems.
For example, the course "Knowing Time" belongs to the concept course and is prone to "full house irrigation". In the initial stage of teaching, I created a scene of "visiting animals for a race": the hour hand and the minute hand of a beautiful big clock drew two small animals on it, both pointing to 12 at the same time. The courseware demonstrates a fast run to see who runs fast; Then introduce the clock face, let the students distinguish the hour hand from the minute hand, and guide the students to find that the minute hand runs once and the hour hand walks a big grid. Through hands-on practice, let students learn to understand and set the whole time. On the basis of students' understanding of the whole time, let students think about how much the minute hand should go and how much the hour hand should go, and guide students to find that the hour hand goes half a square. Attract students' attention to these special clock faces, on the one hand, cultivate students' observation ability, on the other hand, mobilize students' interest in learning in the form of animal competitions. Then in teaching examples or feedback exercises, the clues are "competition among classmates", hands-on operation and how to arrange time reasonably. Students can learn and understand the whole period and half a period of time in the interesting situation created by teachers, and use the whole period and half a period of time to learn easily and interestingly and master knowledge quickly.
Second, paying attention to the diversity, novelty and innovation of teaching mode is a necessary condition for efficient classroom.
The Outline of Basic Education Curriculum Reform points out: "Change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligence, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems and communicate with each other.
"Cooperative ability" and "group cooperative learning" are effective teaching methods. It exchanges, synthesizes, improves and applies different knowledge. It allows children to actively participate in classroom learning, greatly improves students' academic performance and promotes students to form a good thinking quality of unity and mutual assistance. Can fully mobilize students' initiative, enthusiasm and creativity in learning; Can cultivate students' ability to express themselves actively; It can make students actively participate in mathematics learning activities, experience the generation process of mathematics knowledge and feel the fun of solving mathematics problems. In the process of implementation, students really become the masters of the classroom.
For example, when I was teaching Average Score, the teacher showed 10 and asked the students to average it without telling the number of shares. Students can get two methods quickly: one is to divide them into two parts on average, with 5 pieces in each part; One is divided into five parts on average, each part is 2 yuan. So I'm ready to move on. At this time, a student stood up and said, "teacher, I still have a division." I can divide 10 sticks into four parts on average. " I didn't expect students to have such a division. Should we "turn a blind eye" at this time, or "discuss and discuss" after class, or accept the substitute? I chose the latter: "Take out your exercise paper and tell me what you think." Student: "I divide the stick of 10 into four parts, two for each part, and the other two parts are combined into one." When the students explained their ideas, they had a discussion. When students argue endlessly and express their personal opinions boldly, I intend to "play dumb" and be the best listener with other students to make them "sensible". It is meaningful to understand this division. The new division created by this student is an important growing point for students to learn fractional knowledge in the future. In view of this generation, the teaching ideas, teaching processes and teaching methods should be adjusted in time to adapt to students' exploration on how to build an efficient classroom with "10 stick can be divided into four parts on average".
Practical problems. The adjusted teaching ideas not only achieve better teaching objectives than expected, but also stimulate students' inquiry, make classroom teaching more dynamic and promote the effective generation of the classroom.
It can be seen that children's thinking is so active, and their ideas sometimes make our teachers feel bright at the moment. Not only in classroom teaching, but also our teachers should pay attention to cultivating students' divergent thinking, divergent thinking, intuitive thinking and dialectical thinking by designing "open" training questions, which are the basic components of innovative thinking and can fully cultivate students' autonomous learning ability. Therefore, only by organically combining students' independent thinking ability and cooperative communication ability is an effective means to build an efficient mathematics classroom.
Thirdly, the cultivation and application of learning methods is the guarantee of building an efficient classroom.
"Mathematics Curriculum Standard" points out that teachers should make full use of students' existing life experience, guide students to apply what they have learned to their lives at any time, solve the mathematics problems around them, understand the role of mathematics in real life, and realize the importance of learning mathematics. Mathematics can be seen everywhere, and it is full of corners of life. In mathematics teaching, teachers should make students clearly understand the relationship between mathematics knowledge and real life, guide students to cultivate their awareness of applying mathematics and their ability to solve problems through their own practical activities.
Teachers should create teaching situations with the things around them that students can see and touch according to their age characteristics and their actual life, so that mathematics knowledge can become the source and root tree of water, thus stimulating students' interest, enabling students to master mathematics in the activities of learning mathematics and solve mathematical problems in real life.
For example, when teaching "the area of parallelogram", after learning the area of rectangle and square, students will learn the area of parallelogram, which is estimated to be "long"
The negative transfer effect of × width or "side length× side length" is mistaken for that the area of parallelogram can be obtained by multiplying two adjacent sides. I designed a parallelogram and asked students to measure its related data and try to calculate its area. As expected, the students have two answers, one is the bottom × the height, and the other is the product of two adjacent sides. At this time, I did not simply affirm or deny, but further guided the students: "Students, how can there be two answers to the area of the same parallelogram?" What is the right way to think? "Students discuss in groups of four to find out the cause of the error and solve the problem. This process is based on the students' thinking reality, so that students can start from their own thinking reality and try to explore new problems. In the process of trying to solve the problem, we find that the problem produces contradictions and conflicts, and guide students to test their ideas in time and find out the reasons for the mistakes themselves. Really focus on guiding students to "learn" and realize the harmony between teachers and students.