First, correct the relationship between teachers and students.
For a long time, teaching has always emphasized the dignity of teachers. In the classroom, teachers are always condescending, and take the practice of teachers speaking, students listening, teachers acting, students watching teachers writing and students copying. Students are in a passive state and become containers for accepting knowledge. To improve the teaching quality on a large scale, the first task is to straighten out the unequal relationship between teachers and students and create a relaxed and harmonious teaching atmosphere. Especially in primary schools, because the psychological development of primary school students is still immature, teachers' words and deeds will have a great guiding effect on students. Therefore, in the classroom, teachers should not put on airs of respecting teachers, but should have friendly language and amiable attitude, and change the top-down teaching method. Whether teaching knowledge, talking with students or tutoring students, we should fully respect and love all the needs of students and strive to be the guide of students' learning. There was once a clip in which a white teacher went to a black community to teach the first grade of primary school. In the first math class, the teacher held out five fingers and asked one of the black children, "How many fingers are these?" The child held back for a long time before answering: three. Instead of accusing him of being wrong, the teacher praised him loudly and happily: you are really interested. You only need two to count correctly. The teacher's praise relieved the students' psychological pressure and received unexpected results. It can be seen that teachers should be good at discovering the bright spots of students with magnifying glasses, focusing on praise and encouragement, and should not easily deny every question and every student's evaluation, or make mistakes casually, otherwise it will dampen students' enthusiasm for learning. As the saying goes, students can only believe in the teacher if they get close to him. Teachers should be good friends of students, and the relationship between teachers and students is equal and democratic. Teachers should first put down their airs, communicate with students more, make friends with students, and care about them in life and study, thus arousing their love for teachers and mathematics; Secondly, teaching should be equal and open to all. We should not be partial to a few students with good academic performance and indifferent to some students with learning difficulties. To be students' good friends, teachers should play with students, study together, learn from each other, know students' thoughts, worry about students' urgent needs and help them. In the classroom, teachers should do as little as possible, students should have as many opportunities for active learning as possible, and teachers and students should integrate into situational teaching to create a harmonious, democratic and relaxed learning atmosphere. Let the classroom become a garden where teachers and students blend their hearts and echo their emotions. In this way, teachers can truly become students' good friends and confidants. Good teacher-student relationship and harmonious classroom teaching atmosphere are the prerequisites for students to dare and be willing to participate. Only when students have no pressure and love the teachers they teach will they study happily.
Second, stimulate interest and emphasize responsibility.
Interest and responsibility are the biggest intrinsic motivation for everyone to learn. Therefore, we should try our best to make students interested in mathematics. This is not simply telling a few math stories or citing a few things related to life to make students interested in mathematics, but to make students really understand mathematics. First of all, we should help students overcome their fear of mathematics, instilling mathematics in them is not as difficult as expected, and then let them do it in practice and homework according to the requirements of students' ability to improve their enthusiasm.
Third, grasp the typical.
Typical examples are often the most representative problems in this chapter, which may contain the knowledge points, thinking methods and problem-solving methods in this chapter, and have a good effect on training thinking and various abilities.
(A) to help students understand the topic. Teach students to find "eye problems" and distinguish between primary and secondary positions.
(2) Help students analyze topics. Instruct students how to observe and analyze the characteristics of the purpose of the problem, how to explore the hidden conditions in the problem, what role these conditions play in solving the problem, how to find the key "bridge" to solve the problem from these connections, and how to guide students to solve the problem.
(3) Teach students how to solve problems. After the basic ideas come out, students should first make clear the steps of solving problems and know what to write first and then what to write.
(d) Help students think about examples. Reflection on examples is of great significance to the cultivation, formation and improvement of mathematical thoughts, methods and abilities.
(1) Rethink the way to solve this problem and summarize it to the general situation. Ask the students to think about the basic characteristics of the example. What is the way to solve this problem?
(2) reflect on the key points of this question. A question has one or more key points, but it can also vary from person to person. Through reflection, find out what problems everyone has in solving problems, whether these problems are knowledge or ability, and how to strengthen them in these places.
(3) reflect on the error-prone points of this question. Ask students to reflect on what mistakes are easy to make when solving problems, and why? How to avoid it in future problem solving?
(4) Reflect on the methods and steps in solving problems. Many typical examples have more than one method. Although some people now put forward many solutions to one problem, sometimes it is not more effective for students to master a certain method to solve the same kind. Reflecting on different solutions can promote students to think from different angles, make students' thinking change from one direction to divergence, and enable students to think and solve problems from different angles in future problem solving. We should pay attention to the steps of solving problems, which is conducive to cultivating students' good habit of solving problems and promoting them to express the process of solving problems in an orderly and rigorous way, which is also the embodiment of mathematics quality.
(5) Change and learn typical cases. Through the analysis and thinking of the examples, the students are very clear about the conditional conclusions and related connections of the examples. Therefore, the change of examples saves students from asking questions when examining questions, which is convenient for students to further deepen their thinking and ability. Changes include shallow and deep levels: shallow changes can be simple quantitative changes, background changes, and rarely involve changes in relationships. Deep-seated changes can be changes in conditions, conditions become more subtle, conclusions change, problems become wider on the original basis, and structural relations become more complicated. The depth of change should be based on students' ability and training requirements. The purpose is to let students not only master this problem, but also master this kind of problem and sublimate their own thoughts and thinking.
Fourth, focus on basic teaching.
Basic knowledge and basic ability are still one of the key points in rural primary school teaching. In the teaching process, we should not only pay attention to step by step, but also pay attention to the cultivation of ability and interest, so that students can improve in other aspects while carrying out "two basics" training.
Fifth, arrange exercises reasonably.
The arrangement of exercises is mainly aimed at the exercises of key knowledge points, which has a widely used thinking method. From easy to difficult, let students build confidence and lay the foundation for comprehensive exercises.
Sixth, use live teaching materials.
Mathematics comes from life, and life is full of mathematics. In mathematics teaching, we should closely contact with students' real life, find mathematics themes in the real world, make teaching close to life, and let students see and touch mathematics in life. Therefore, students no longer feel that mathematics is the crown jewel, unattainable, and mathematics is a mirage divorced from reality. Mathematics education is to enable students to acquire the basic mathematics knowledge and skills necessary as a citizen, and introduce fresh topics in life into the big classroom of learning mathematics. For example, reform the form of work and highlight the application operation. For example, after learning the common relationship between multiplication and quantity, I arranged for students to go to the vegetable market with their parents on weekends to buy food or shop, and calculated the price independently according to the unit price. The students were very interested. Paying attention to the practical operation of mathematics learning, connecting mathematics learning and using mathematics smoothly, and making students apply what they have learned are seriously lacking in one-sided exam-oriented education, and our mathematics teaching reform must be continuously strengthened. For example, in the teaching of yuan, jiao and fen, simulated shopping activities can be carried out; In the teaching of classified statistics, students can count the classes to be studied in a week, the number of class hours in each class and so on. In the teaching of learning meters and kilometers, I led the students to the playground for several steps and estimated the length. In short, in the future teaching work, I want to be a conscientious person and make mathematics a subject that students are willing to learn and willing to learn. Only in this way can we provide students with sufficient space and time for exploration and practice and arouse the enthusiasm of most students. It can greatly improve the teaching quality and students' comprehensive quality. Let rural students learn more and more useful mathematics knowledge.