1. Pay attention to the classroom learning environment
The environment mentioned here refers to creating an equal, harmonious and relaxed classroom learning atmosphere for students, so that students can have rich emotional experiences in the process of exploration and learning. Although serious teaching can make students master relevant knowledge and skills, it is difficult to make students have a strong interest in mathematics. For example, if the "9+3" computing teaching is carried out in an equal, harmonious and relaxed atmosphere, students will inevitably have many creative algorithms (and dare to explain them boldly); On the other hand, if teachers force students to teach them how to do it, students will not only be psychologically nervous, but also be easily blocked in thinking, creativity will not be cultivated, and even the most basic interest may be lost. Therefore, if we want students to study effectively, we need a harmonious learning environment.
2. Pay attention to students' learning process
Let students "experience the process of knowledge formation". In the elaboration of curriculum objectives, curriculum standards use a large number of procedural behavioral verbs that describe the level of mathematical activities, such as "experience (feeling), experience (experience) and exploration", which better reflects the requirements of mathematics learning for students in mathematical thinking, problem solving, emotion and attitude.
For example, teachers don't need to teach the circle one by one, so they won't throw a question to the students: "How did you get the circle?" Then let the students operate by hands, and let the students experience the various characteristics of the circle in the process of hands-on practice. In this way, students can not only participate in the formation of mathematical knowledge and conclusions, but also bring students exploration experience and innovative attempts. They can not only get the opportunity of discovery, but also gain the unique ability of thinking and solving problems. It can not only expose all kinds of problems, difficulties and contradictions in learning, but also help them build up confidence in learning mathematics well and provide more opportunities for students to "do".
3. Pay attention to students' thinking time and space.
Mathematics classroom should be a continuous process of "experience and thinking", and the learning effect of students ultimately depends on whether they actively participate in thinking in the whole teaching process. Therefore, teachers should constantly provide students with opportunities to think, leaving them enough time and space to think, ranging from a few seconds to a few minutes, so that they can explore, discover and recreate mathematics knowledge freely and openly in their favorite way of thinking. For example, in the second volume of Mathematics published by People's Education Press, there is a saying that "four disks can be used to put out several different two-digit numbers". Teachers don't have to rush to conclusions, as long as they leave enough time and space for students to explore and discover by themselves, students can still display all the figures and find the rules (40,365,438+0,22,65,438+03; You can put all four disks in ten places first and then move them up one by one, or you can put all four disks in one place and then move them up one by one. Although it may take time, practice has proved that this "time-consuming" is worthwhile, because students have enough time and opportunities to operate, observe and think. Only in this way can students truly master knowledge and learn scientific inquiry methods.
4. Pay attention to the application of teaching methods
Each class has its own teaching tasks and objectives, and teachers should choose methods flexibly according to different teaching contents and teaching objects, not just because this method is popular at present. For example, the inquiry method is not suitable for the prescribed content or younger students; Students with strong ability are suitable for inquiry, while students with poor ability may be more suitable for memorization and imitation. Although "there is no fixed method for teaching", the key is "getting the right method", so there must be many methods in the same class, not one method to the end.
5. Focus on 40 minutes of efficiency
An efficient class should be a rewarding one for students. If after a class, students feel that they don't know what to do or there are many loopholes in doing exercises, then the efficiency of this class is extremely low and it is also a very failed class as a teacher. So how can we improve the efficiency of 40 minutes of class? We can do this: ① Carefully design the teaching process and completely change the situation of teachers from beginning to end. (2) Stimulate interest, create opportunities, and let students actively participate in the classroom (you can find problems, ask questions and solve problems by yourself). (3) Timely feedback and correction of various problems in the classroom.
6. Pay attention to classroom generation
A class is incomplete and can't be a preset result. No matter how perfect the preset is, it can't cover all generations. Because the classroom is a real interactive process between teachers, students and students, the emergence of generation is inevitable. There are both students and teachers. Some may be good for us, but some are extremely harmful. The key depends on whether the teacher can handle it flexibly. This is a wonderful and good lesson.
For example, in the teaching of "parallelism and verticality", the phenomenon of "parallelism" is very common in life, so I want students to say it themselves (parallel bars, zebra crossings, straight runways, etc. However, in actual teaching, students can't even say one, and even regard "balance, translation and parallelogram" as "parallelism", which results in a sharp contrast between presupposition and generation. What can we do? ① Re-understand "balance, translation and parallelogram" with students. (2) eliminate the phenomenon of "non-parallelism" one by one. (3) Pick up a "parallelogram" and ask: "Parallelogram is a figure that we already know. Can you tell us something about its characteristics? " (4) Then introduce new lessons naturally according to the students' answers. After this treatment, you can hardly see any defects.