The word "effectiveness" has different interpretations in different fields. Teacher Wu Zhengxian pointed out in "Research on the Effectiveness of Mathematics Classroom (Short Form)" that the effectiveness of classroom teaching and the implementation of subjective skills have injected stamina into students' development. Specifically, on the basis of fully grasping the teaching materials, our teachers should reasonably choose teaching methods according to the students' knowledge base and cognitive characteristics, so that each student can understand the knowledge to the maximum extent within 40 minutes, gain something in emotion and methods, and achieve the three-dimensional goal of teaching.
Second, my views on how to improve the effectiveness of primary school mathematics classroom.
1. Adequate preparation before class is the beginning of a good class.
Preparing well is a necessary condition to achieve teaching objectives and improve classroom effectiveness. In previous teaching, it is still of great significance to emphasize the pre-class preparation of "preparing students, preparing contents and preparing teaching methods" under the background of the new curriculum standard.
Sun Tzu's Art of War emphasizes that knowing what he knows is invincible. As the object of our teaching, students should first have a full understanding of them. Our teaching design must be based on a full understanding of students. Including their knowledge level, study habits, life experience and personality characteristics, and even hobbies. The more we know about students, the more we can help us design a pre-class plan that can be accepted by students and even produce * * *.
In addition, under the guidance of the new curriculum standards, the compilation of new textbooks presents new characteristics, and the arrangement of contents has also changed greatly. This requires our teachers to accurately grasp the teaching content and grasp the teaching difficulties under the premise of correctly understanding the new curriculum concept. Take statistics of data as an example. The old textbooks are statistical tables (single statistical table and composite statistical table), bar charts (single statistical table and composite statistical table), broken-line statistical charts and fan-shaped statistical charts, which are uniformly arranged and intensively read. According to the principle of from easy to difficult and from shallow to deep, the new textbook arranges these contents in different years. In the lower grades, let students get in touch with it first, experience the idea of statistics, and then gradually deepen it. This requires our teachers to have an overall understanding of the new textbook, accurately grasp the teaching content and reasonably arrange the teaching objectives. We should consider both the students who can't finish eating and the children who don't have enough to eat. Different students, teaching content is also changing. Our teaching methods should also be chosen reasonably. Thousands of years ago, Confucius proposed teaching students in accordance with their aptitude. Only by flexibly using various teaching methods according to different learning contents, following students' learning rules and combining different students' personality characteristics can classroom efficiency be improved.
2. Fully mobilizing students' learning initiative is the key to improve classroom efficiency.
According to the state of learning, students' learning can be divided into active learning and passive learning. Students' learning status is different, and the learning effect is also very different. For the vast majority of primary school students, learning lacks a sense of responsibility and depends more on interest. Choosing appropriate teaching methods, stimulating students' interest in learning, fully mobilizing students' learning subjectivity and letting students learn actively are particularly important for primary school mathematics classroom. Some teachers are afraid that students can't understand, can't learn well or want to impart knowledge to students as soon as possible, and adopt the teaching method of arranging their own generations and explaining themselves. Speaking is unacceptable, and the more you talk, the more interested you are, so that the whole class only sees the teacher's activities and hears the teacher's voice. Even when the students are doing their homework, the teacher is worried about nagging: read the questions clearly, copy the numbers correctly, and don't make mistakes, which will make the students restless for a while. This will often disturb students' thinking of solving problems and their normal thinking. In fact, the teacher's explanation in class is too long, which often leads to students' lax discipline, depressed thinking and low learning efficiency. As we all know, teachers can control the time of explanation, talk less and make students think more, so that the learning effect will be better. Therefore, in the classroom teaching of the new curriculum, it is best to adopt the teaching methods of "learning before teaching", "trying before guiding" and "practicing before speaking" to really push students to the forefront of learning, encourage students to learn actively, cultivate students' autonomous learning ability, truly change passive learning into active learning, and effectively improve the learning effect.
Good language expression is the lubricant for a good class.
Language is a tool for people to express and exchange ideas. Mathematical language is a scientific language with mathematical symbols as its main vocabulary and mathematical rules, theorems and formulas as its grammatical rules. As far as primary school mathematics language is concerned, abstraction is its characteristic, scientificity is its principle and accuracy is its soul. However, in our math class, language barriers often occur. For example, at the beginning of teaching "understanding of 0", we said "0 means nothing". The stage of mathematics knowledge teaching is ignored here, because there is no unit in the future, so it is represented by "0"; "0" can also represent a boundary. So there should be no object that can be represented by "0" accurately. For another example, "numerator and denominator of a fraction" cannot be said to be "up and down of a fraction". Of course, there are a lot of scientific terms in math class. A slight mistake will lead to the deviation of knowledge and mislead students. Some teachers' language in math class is not refined enough, which leads to vague teaching ideas and makes students feel laborious.
In addition to the accuracy of expression, the teacher's speech speed and intonation may affect the actual effect of a class. In the summer vacation, I have a deep understanding of the six-day learning process of attending the training class for primary school mathematics and olympiad coaches. The training is conducted in the form of half a day's teaching by the teacher, and the time is about 3 hours. On the afternoon of the third day of study, the quiet and orderly classroom began to become noisy after half an hour's class, and the students who had always been studying hard and focused began to whisper or "close their eyes". The reason is that the teacher speaks too fast and the tone is too high. Although the teacher's thinking is clear and the method is correct, some students can't keep up with the rhythm, and some students feel too tired and hot-headed to concentrate. Imagine that we teachers who have a strong desire to learn and a sense of responsibility are still like this. What would happen if it were a few years younger and less responsible pupils? On the contrary, Mr. Mai teaches at a reasonable speed, which not only gives people time to think, but also makes people feel slow and distracted. The tone is full of artistry. When telling him the contact information, after writing down his home phone number, the seemingly ordinary language "I still have a mobile phone" was modified by the speed of speech, which made the audience burst into laughter. As the saying goes: Language is an art! Good teaching language is more important for primary school mathematics, which is considered boring by many people!
4. Grasp the dynamic generation and promote the improvement of classroom efficiency.
On the one hand, the generation of teaching resources comes from the careful presupposition of teachers before class, on the other hand, it comes from the natural generation in the teaching process. It is an indisputable fact that primary school students are getting smarter now. With the rapid development of the media, the amount of information that primary school students are exposed to is not what it used to be. Some teachers also position students' thinking level and knowledge in their own time. They can't grasp and use the "whimsy" or even "whimsy" put forward by students in class, but complain in their hearts that primary school students are difficult to teach and disobedient. As we all know, there is a very important method in water conservancy management project, that is dredging! If there is a flood disaster in a place, the governor's blind containment will only make the disaster worse and worse. On the contrary, Li Bing and his son diverted the Minjiang River, which not only solved the flood disaster in the upper reaches, but also solved the irrigation problem in the lower reaches, making Dujiangyan a historical classic. In fact, the same is true in class. On the one hand, teachers should be good at putting forward challenging and valuable problem resources according to students' actual problems and teaching contents. On the other hand, teachers should carefully presuppose, accept students with sincere and tolerant attitude, and create a good atmosphere for the generation of students' problems. Respect different students' choices and allow students to observe and find problems from multiple angles. If the different viewpoints put forward by students are not effectively affirmed and the dynamic resources generated in the classroom are not effectively utilized, the enthusiasm of students for learning and thinking will be dampened to some extent, and the effectiveness of classroom teaching will be greatly reduced.
I have seen such a case: when a freshman was doing 7+6+3, a student raised his hand several times to tell his teacher and classmates his method, and stood up excitedly when the teacher turned a blind eye. When the teacher's "white eyes" didn't work, she had to speak. It turns out that she didn't do it in order, but put 7+3 = 10 before 10+6 = 16. The teacher didn't care, just said that your grade was 16. The students' enthusiastic expression gradually disappeared and they sat down in their seats in disappointment. In that class, she never answered questions again. This is an unexpected beauty, but it slipped away from the teacher inadvertently!
5. Pay attention to individual differences and make classroom efficiency come true.
I have heard many open classes, and it is often that several excellent students perform in one class. Most students only play supporting roles or even audiences. Of course, some teachers will deliberately find a few underachievers to answer questions, but this has become another injury to their self-esteem. How to make the classroom not a stage for several people, how to get everyone involved, and how to make every student have problems to think about, words to say and things to do in the classroom? If this can be done, the effectiveness of these courses can definitely be implemented. My teaching experience is: ask students of different levels different questions in depth, and let people of different States answer different types of questions. "Can you help me read the topic?" "Can you help me find out the known conditions and problems in the topic?" "Can you tell me how you understand the method of this classmate just now?" These tasks are generally given to students who are distracted in class; "Who can tell me what you think?" "Who can help him?" "Who else can do it?" I like to give it to my middle school or high school classmates. If a question is thrown and no one raises his hand for a long time, I will ask a classmate with a better idea: "Can you tell me what you think?" Or some students still don't understand a question after their classmates have explained it, so they should find a good classmate and say, "Who can explain it more clearly?" . In short, the classroom belongs to every student, so that everyone can find their own problems and tasks, and everyone can complete their own problems and tasks. Of course, such a task is also multifaceted, multi-level and changeable.
6. Carefully design classroom exercises to consolidate the classroom effect.
Mathematics emphasizes understanding, but practice plays an important role in mathematics teaching. Because practice can not only consolidate the content of new learning in time, but also enable students to transform what they have learned into skills and skills, and also enable teachers to feedback their teaching effects in time through students' practice. Especially for primary school students, their psychological characteristics and knowledge level determine their "forgetfulness". Even if you understand it when teaching a new lesson, if you don't practice it, your knowledge will not be consolidated, let alone extrapolate. Therefore, the tactics of asking the sea are still commonly used by some of our teachers. It is debatable whether the tired students can speak on their own and how effective they are. How to be efficient for 40 minutes can not only consolidate classroom knowledge, but also not increase students' extracurricular burden? After doing the above five items well, it is very necessary to carefully design classroom exercises.
Personally, I think it is better to design classroom exercises in this way: (1) the hierarchy of exercises. "Mathematics Curriculum Standard" puts forward: "Mathematics education should realize that everyone can learn valuable mathematics, everyone can get necessary mathematics, and different people can get different development in mathematics". I think the level of practice reflects this new idea well, and the gradual practice of slope and difficulty also conforms to the cognitive law and psychological characteristics of students. (2) the fun of practice. Interest is the best teacher. Students are close to class after learning new knowledge, and their energy has already been exhausted. At this time, it is particularly important to have a few interesting exercises. (3) Diversity of practice methods. The design of exercises is not only limited to writing and calculation, but also very important exercise forms. For example, after learning cuboids and cubes, students can make models of cuboids and cubes. For example, students can go to the bank to do a small survey before studying interest and interest rates. These are all good forms of practice.