How to improve the classroom management of primary school mathematics? First, maintain the normal classroom teaching order.
Classroom teaching is an organized and led bilateral activity of teaching and learning. In teaching activities, sometimes it is inevitable to encounter some problems or interference. For example, some students are depressed, dozed off and distracted, some students play games and send text messages in class, and some students make faces and grandstanding. If these situations are not handled in time, it will definitely lead to the chaos of classroom order and further lead to the relaxation of learning discipline in the whole class. Therefore, a practical and effective measure is to formulate a code of conduct to ensure the smooth progress of classroom teaching at the beginning of students' enrollment, that is, classroom routine. On the one hand, it helps students develop good classroom learning.
Habit; On the other hand, it can prevent students from violating discipline. When making classroom rules, we must make every student in the class aware of the significance of the rules, that is, to safeguard students' own interest in learning; At the same time, we should also consider whether it is difficult for students to implement it. For example, teachers and students can make it in a democratic way, so that classroom routines will not become a mere formality.
Second, create a positive classroom learning atmosphere
The basic classroom routine has been formulated to ensure the normal classroom teaching order. If the teaching contents and steps carefully prepared by teachers are implemented, will good teaching effects and excellent results be achieved? The answer is obvious. Because the above factors are only external factors relative to students' learning activities.
Students themselves are the masters of learning and the key to the success of teaching activities. This requires that as a teacher, we must also create a positive classroom learning atmosphere in the classroom, so as to stimulate students' interest in learning, actively participate in teaching activities, strive to pursue the fun and sense of accomplishment of learning, and try our best to overcome all kinds of difficulties and setbacks in learning, so as to truly achieve? Want me to learn? Become? I want to learn? Then, teachers' teaching activities can get twice the result with half the effort.
The so-called classroom atmosphere is a comprehensive psychological state in which the interaction between teachers and students arises and develops in the process of classroom teaching. According to the different characteristics of teachers and students, classroom atmosphere can be divided into three types: positive, negative and confrontational. In order to establish a positive classroom atmosphere conducive to teaching and learning, teachers can start from the following aspects.
(A) to understand the needs of students
This is the psychological basis of classroom learning management. After all, students are the main body of teaching activities. Therefore, teachers should put themselves in the students' shoes and experience their psychological state and academic level. Usually, we should take the initiative to communicate and talk with students, listen to their ideas and opinions, and understand their learning motivation, attitude and expectations. For example, at the beginning of school, collect students' requirements for teachers and expectations for themselves; After the mid-term or final exam, students are assigned to write papers for analysis and self-summary.
In fact, by collecting students' opinions on? My math teacher? I understand that students generally like teachers who are knowledgeable, lively, enthusiastic and humorous, approachable and can make friends with students; I don't like teachers smoking, disheveled, listless, unfair and punishing students.
Some gifted students also put forward that teachers should talk more about learning methods, typical problems and problem-solving skills, and also arrange some thinking questions and exercise their thinking at ordinary times. Some students with poor foundation want the teacher to lecture slowly, explain things in simple terms, talk more about basic topics, and even ask for as little homework and exams as possible. Through this practice, teachers can extract a lot of useful information, so as to formulate teaching objectives suitable for students' psychological needs and academic level.
(2) Establish a harmonious and healthy teacher-student relationship and peer relationship.
The process of classroom teaching is the process of ideological and emotional exchange between teachers and students. In this process, the classroom atmosphere formed by the dominant attitude and emotion of teachers and most students is the psychological background of classroom teaching activities, which has a great influence on the efficiency of classroom teaching.
Good teacher-student relationship and rational teacher authority not only help teachers impart knowledge, but also meet students' psychological expectations of teachers and classrooms, which is more conducive to students' learning. In such a teaching environment, teachers and students have great compatibility and have a positive role in promoting each other: students respect and like teachers, take the initiative to accept teachers' guidance and accept various teaching measures; Teachers' language and behavior also have a subtle influence on students, so that teaching activities can be carried out smoothly and efficiently. Students' groups, whether formal class groups, team organizations or informal groups of friends, also have a great influence on students' learning motivation, attitude and values.
For example, excellent class groups have formed a good style of study and group norms, and have strong cohesion, which can create a positive learning atmosphere for classroom teaching; For the class collective with weak study style and more problem behaviors of students, teachers should take control and management, cultivate the backbone of students, gradually guide the class collective to form standardized group behaviors, and at the same time form a good classroom learning atmosphere.
Third, optimize the current primary school mathematics teaching management strategy
(A) the effective guidance of teachers in classroom learning
1. Learn more about students and determine the starting point of students' exploration.
When students understand and learn mathematics, they always involve the original cognitive structure, and learners always use their own experience to understand and construct new knowledge. Piaget thinks:? Children don't blindly try and make mistakes like animals, but use existing cognitive structures to assimilate new information. ? Only when the new information is consistent with the existing information in students' minds, will there be an imbalance between the existing cognitive structure and the new information, so that students will have a strong interest in learning. Therefore, before teaching, teachers should fully understand the cognitive structure of students, the connections and differences between new knowledge and students' existing knowledge, and determine the starting point of students' inquiry activities, so as to guide students to learn meaningfully and let every student develop.
2. Guide students to refine their learning methods and promote mathematical thinking.
Method is a broad concept, including manual labor method and intellectual labor method. The methods of mental work include attention, observation, memory, thinking and imagination. Here, we are concerned about the way of thinking, because any method of intellectual activity can not be separated from thinking. What is the way of thinking? The method in the method? , is the core of wisdom. To carry out inquiry learning, students' feedback information is rich and varied. Therefore, when organizing student reports, teachers should synthesize and summarize students' opinions in time, screen valuable teaching resources, guide students to study problems in an orderly manner, and refine learning methods, which is conducive to promoting students' mathematical thinking and effective classroom management.
(B) the implementation of effective classroom cooperative learning management
1. Strengthen the guidance of cooperation skills
Students often show in cooperative learning? Separate? 、? A word? 、? Are you alone? At this time, teachers should pay attention to guiding cooperation skills. ? Instruct students to listen to the voices of their peers; Instruct students to discuss and communicate, and dare to express their views and ideas; Guide the students to summarize the opinions of the group members and make a concluding speech. ?
2. Create a classroom atmosphere conducive to cooperative learning.
The classroom atmosphere conducive to cooperative learning includes the following four aspects:
First, an environment of mutual respect and trust. Teachers should naturally participate in study groups with difficulties in cooperation as an ordinary collaborator.
Second, sufficient and affluent space-time environment. Teachers should provide students with enough time to fully discuss and give full play to the wisdom of students at all levels.
Third, a sincere and sincere incentive environment. Can teachers use more students? Are you great? 、? Try it? 、? Continue? 、? Work harder and you will make progress? And other words of appreciation and encouragement,
This can not only stimulate students' desire for cooperative learning, but also increase their confidence in cooperation.
(C) through effective classroom management evaluation of teachers, let students develop the habit of listening attentively.
Listening, as an important aspect of communication, is not only a study habit, but also a manifestation of respect for others. Through the analysis of previous classroom management problems, we find that students are more willing to talk than listen in classroom activities. If students can understand and understand the teacher's questions and explanations in class; If he can understand and think about his classmates' speeches, he will concentrate on constantly adjusting his knowledge structure and internalizing other people's ideas into his own. When students answer questions, not all students may be standardized and complete at first. At this time, if the teacher chooses to bring some students with strong expressive ability to demonstrate and pay attention to proper evaluation, the students will certainly be able to listen to other people's speeches and the teacher's evaluation language. Will you listen? Change to? Will say? 、? Love thinking? Problem behaviors gradually decrease in listening attentively.