First, review the necessity of creative teaching
1. The importance of innovative teaching in review class
The new curriculum standard clearly puts forward seven innovations in primary school mathematics review class: first, create situations and innovate in the atmosphere. Second, organic infiltration and moral innovation. Third, contact life and innovate in practice. Fourth, interesting review questions, innovation in interest. Fifth, reflect openness and innovate in knowledge. Sixth, organize knowledge independently and innovate internal relations. Seven, pay attention to methods, innovation ability [2]
2. Review the practical problems in teaching.
Many scholars have done a lot of research on the teaching of review course, but there are still some shortcomings. For example, the research object focuses on the teaching method and structural model of the review class, but the teaching content of the review class has not changed much, and it often lacks new ideas and appears boring.
According to the characteristics of the review course itself and the requirements of implementing quality education in the new curriculum standard, we have conducted in-depth research on the teaching of the primary school mathematics review course, and found that most of the mathematics review courses have not jumped out of the "traditional classroom teaching mode", and the teaching of the mathematics review course is often repeated, lacking new ideas and boring due to the influence of the examination-oriented mode and the tactics of asking questions [3]. At present, in the teaching of primary school mathematics review class, there are often such phenomena: some teachers collect a large number of exercises and test papers, which make students struggle in the sea of questions; Some "stir-fry cold rice" let students practice repeatedly mechanically, and even let students do the "general review" at the end of the book several times; Some adopt the teaching method of "practice → proofreading → practice → proofreading again", so that students can do a good job in each review entitled teaching objectives. This kind of review, teachers hate teaching, students are difficult to learn, and often have little effect. Creative teaching in math review class should be the focus of education. Students are no longer "containers of knowledge" or "containers that can be manipulated by teachers and parents". The quality of primary school mathematics review class is related to the improvement of education quality and the enhancement of students' quality. This topic mainly studies the design of primary school mathematics review questions.
2. Creative design audit issues
Students' mathematical ability lies not only in mastering knowledge, but also in whether they can consciously use knowledge to solve practical problems. Review questions must be carefully designed in the review class to make the application of knowledge more comprehensive and flexible, so that students can firmly grasp the knowledge and cultivate their practical ability.
The content of the exercise should be linked with the reality of life and solve practical problems. Students' mathematical ability lies not only in how much mathematical knowledge they have mastered, but also in whether they can use mathematical knowledge and mathematical thinking to solve practical problems, form the ability to learn new knowledge and adapt to the needs of social development, and make students realize that mathematics comes from life and moves towards life. Therefore, the design of review questions must be comprehensive, flexible and developmental, which is conducive to cultivating students' practical ability and innovative consciousness.
Teachers should have a high sense of innovation in grasping the requirements of review class, compiling topics and choosing teaching methods. In the review class, there are some contents that students have learned and are familiar with, but the contents of the review should not be simply repeated. It is necessary to rely on the careful organization and intentional guidance of teachers to choose inspiring topics that students like and novel review questions. The concept of the new curriculum requires that the teaching ideas of drawing truth from beauty and enlightening truth from beauty should be infiltrated in mathematics teaching, so that students can have fun from mathematics learning through problems, ideas and methods in mathematics and turn abstract and boring mathematics into lively, concrete and vivid mathematics [4].
1, stimulate learning interest with imagination, create review content with fairy tales, and form classroom situations.
When reviewing the pursuit problem, there is such a topic: Sun Xiao drives from A to C at a speed of 120km, Zhu Xiao drives from B to C at a speed of 80km, and A and B are 60km apart. Can Sun Xiao catch up with Zhu Xiao in a few hours?
In teaching, I first ask students to simulate the situation in the topic. After students fully understand the meaning of the topic, ask them to use their imagination and adapt the topic into a fairy tale. With the concerted efforts of teachers and students, Qi Xin compiled the fairy tale as follows: Pig Bajie flew from Mountain B to Mountain C at a speed of 80km per hour, and the Monkey King flew from Mountain A to Mountain C at a speed of 120km per hour. The distance between the two mountains AB is 60km. In order to walk with Pig Bajie, the Monkey King pulled out a hair from his head and became a little monkey king. He asked the little monkey king to fly from Mountain A to Mountain B at a speed of 40 kilometers per hour, and his real body followed Pig at a speed of 80 kilometers per hour. When the Monkey King flew from Mountain A to Mountain B, the Monkey King took back a hair and flew with his real body at the speed of120km per hour. The time for the Monkey King Jr. to fly from Mountain A to Mountain B is the time for the Monkey King to catch up with Pig Bajie.
When reviewing the chapter "Divisibility of Numbers", we can use fairy tales to make up such a topic: 1, science fiction story.
Teacher: Boys and girls, the teacher told you a short story of science fiction: On the M planet in the 28th century, Mr. Henry, the great detective of the universe, and his colleagues finally cracked a serious theft through unremitting efforts. They were very happy and contacted their host at once. Unexpectedly, the master is a mathematician. He registered a strange telephone number in the post office, which made the detectives "Zhang Er and the monk puzzled" at once. Students, do you want to see this weird phone number?
Health: Yes!
Teacher: Computer demonstration. ABCDEFGH
A: It is both a prime number and an even number. The range of B:B: 10 is both odd and composite.
C: the smallest natural number divisible by 2, 3 and 5 at the same time. D: It is the least common multiple of 2 and 3.
E: The smallest number divisible by 9. F: It is neither a prime number nor a composite number.
The greatest common divisor of g:16,32,36. H: It's about five, five times as much as five.
Bold situational assumptions and innovative problem-solving ideas. This not only stimulates students' interest in learning, but also embodies the beauty in mathematics, making boring mathematics more vivid and full of vitality.
For example, when reviewing divisors and multiples, don't give them. For example, what is the divisor of 6? Whether 3 is a divisor of 6 and so on. Even topics of the same type can be presented in a more novel way. For example, in the review class of divisor and multiple, we can use fairy tales to make such a topic: Little Monkey Cong Cong is an explorer who explores everywhere. One day, he came to a place where the treasure was hidden and saw this sentence: "The treasure has six doors, and each door has a number, which is 2, 9, 0, 4 and 1. Can you help him? " Due to the creation of the problem situation, the students are full of energy and have the desire to help the little monkey. The topic has certain openness and novelty, which embodies the comprehensiveness, flexibility and development of teaching. Such a topic can give you an opportunity to fully express yourself and give you an opportunity to express your thoughts.
For example, in the area calculation review class above, you can introduce an example: the landlord used a rope with a specified length to form a figure and asked Awangding to drive the cow in. At this time, we need to consider how to maximize the enclosed area. Moreover, there are many methods of enclosure and their shapes are different. Many enclosure methods with different areas can also be calculated for the same shape. When a single area is large enough, the cattle can be driven in. In fact, they all review the calculation of graphic area, but there is great innovation in the topic selection: using a fairy tale can greatly stimulate students' interest in learning, stimulate students to think from multiple angles, and let each student express his unique ideas. While calculating the area, we should also consider the beauty of the body and review the graphics we have learned. In addition, in this review process, students should also know how to use mathematics and realize that there is mathematics everywhere in life. In short, if you want to have a creative math review class, you must be innovative in the topic selection. Topics like this have certain novelty, which can arouse students' systematic memory of what they have learned and overcome students' mindset.
2. Choose a good topic to avoid intuitive calculation.
For example, teachers should try to avoid such problems as110+1/3,2/7+1/8,2/3-1/5 when compiling review questions.
Topics such as. It should appear in the new curriculum, and the review class should highlight the innovation of the topic. Teachers can make such questions when preparing lessons. For example, teachers ask students to provide several scores in the review class to compile text questions together, such as:110, 1/6, 2/3, 2/7,668.
Ask the students to provide some materials, compile the questions in groups, and then communicate with each other to see if the written questions compiled by the students are feasible. Through this activity, let students speak freely, feel their enthusiasm for learning, and let them have a deeper understanding of the four operations of scores.
When calculating, we can consider using a simple method to calculate, which implies the creative teaching of teachers.
From this, I think that in order to have a creative review class, teachers should first creatively choose review questions.
Students not only study for the sake of learning, but also use mathematical knowledge to solve practical problems and form the ability to learn new knowledge and adapt to the needs of social development. We can adopt the following teaching process.
In the whole review process, students should not only be "listeners" and "bystanders", but also return the review opportunities to students, and stimulate students' interest in review through various strategies, so that students can complete the process of recalling, discussing, sorting out, communicating, summarizing and using themselves, so that students can truly become the masters of learning. To this end, we can also use group learning to form a competitive situation, and carry out activities such as math story meetings and learning competitions to attract students to participate in review. At the same time, students should be appreciated by various means in review. Encouraged appreciation can make students get psychological satisfaction and stimulate a stronger desire to participate. For example, according to the spirit of the new curriculum standard, we can make the review class about cuboids and cubes into activity classes, choose representative life examples, and guide students to use knowledge and solve problems from the reality of students' lives. First, the computer demonstrates a box of coffee, with many bags of coffee. Then lead: 1. What do you need to do to transport coffee, such as coffee boxes? The making of coffee boxes is to use cuboids and cubes. 2. Let the students practice: How to make a coffee box? 3. Then make the box according to the known conditions. Let's discuss how to make the coffee box bigger. The teacher is guiding. 5. Finally, discuss how to design a coffee box. In this way, we have created a good review content that is related to life and adapted to the teaching requirements of the review class.
Creative teaching in math review class should be the focus of our attention. In order to adapt to the new mathematics teaching system in primary schools in the 2 1 century and jump out of the "traditional classroom teaching mode of review class", we should all strive to realize the creative teaching of review class.
The above is my opinion on how to creatively do a good job in primary school math review class. We are all new teachers who are about to take up the post of teacher, and the creative teaching of mathematics review class should be our focus. In order to adapt to the new system of primary school mathematics teaching facing the 2 1 century and jump out of the "traditional classroom teaching mode of review class", we should all strive to realize the creative teaching of review class.