First, optimize the teaching process and improve teaching efficiency.
Teachers should first make it clear that the purpose of primary school mathematics teaching is not to require students to get high marks in exams. More important than this is to help students form good study habits, find suitable learning methods, open the door to the world of mathematics and lay a solid foundation for future study. Therefore, students' autonomous learning ability should be cultivated purposefully and planned in the teaching process. First, list the questions and guide the students to preview. Preview can help students develop the consciousness of "never fighting an unprepared battle". In the initial stage, in order to prevent students from previewing, teachers can set several gradient questions according to students' cognitive level, arrange students to solve them in the preview process, mark the places that they will not, and pay attention to them in class; Second, show the learning objectives before class, so that students can have a clear idea. Before each class, I am used to presenting my learning goals to students through blackboard writing or courseware, so that students can clearly understand what they should master through this class. Third, try to finish the exercises in class. For mathematics, many teachers adopt the tactics of asking questions in order to improve their grades. In fact, it is not difficult for teachers to find that when students do exercises as homework, they have not completed them satisfactorily. Some students finished under the guidance of their parents, some searched for answers online, and some learned while playing, but they didn't do the right questions. In short, the effect is not good In fact, the focus of practice is not quantity, but quality. Instead of giving students a lot of homework, it is better to simplify several kinds of problems and finish them in class after the new lesson, so as to compare them quickly and accurately. In this way, students are in a highly tense atmosphere, and only when there is pressure can they have motivation, which invisibly improves the accuracy of doing problems within the specified time [1].
For example, after I finished the new course "Location and Direction", I put forward several questions from the reality of life: Where is the supermarket in our school in the main teaching building? Where is your deskmate? Where is the blackboard in the classroom? ..... and so on, guide students to apply what they have learned, and really make it work for me.
Second, fully understand students and focus on middle and lower class students.
Children in rural areas generally have a weak foundation and generally receive math education in the first grade of primary school, let alone a good family education. In order to better promote the development of students from their actual situation, teachers should have a comprehensive and in-depth understanding of students' learning situation. In addition to teaching, we should improve our understanding of students and their weaknesses through heart-to-heart, home visits and communication with teachers or class teachers, so as to teach students in accordance with their aptitude, enter their hearts according to their different characteristics and help them overcome their fear of difficulties. In a class, although the teacher is fair, there are still some differences between students. Students who are good at mathematics can usually master what the teacher says in class, and it is easy to get gratifying results in the exam. Their math study basically doesn't need teachers to worry about, but what really needs more attention is the so-called "students with learning difficulties", which accounts for a large proportion of the total number of students in the class and has a direct impact. In the teaching process, teachers should show more concern and care for middle and lower class students, such as giving them more opportunities in class, giving them more counseling after class, guiding them as actively as possible in teaching evaluation and constantly encouraging them. It is precisely because there is a lot of room for improvement for middle and junior students that it is even more worthwhile for teachers to spend more time and give them a chance, and they will also give you a miracle. Every student is a seed, and it is only a matter of time before it blooms and bears fruit. Some students with strong ability develop faster, while those with weak ability do not mean that they will fall behind forever. Teachers should patiently guide and wait for the flowers to bloom, so that the whole class can make progress in mathematics and don't give up any students [2].
Third, optimize the teaching staff and equip them with strong teachers.
Rural teachers are aging. Teachers are old and experienced, but most of the teaching models are outdated, which can no longer meet the needs of the new curriculum reform for primary school mathematics. Teachers' quality is the key to improve teaching efficiency and quality. Therefore, it is advisable to introduce highly educated talents to the countryside and make contributions to rural education. If necessary, teachers' treatment and welfare treatment can be improved, which can attract college graduates to stay in rural schools, inject fresh blood into rural education and open a brand-new mathematical world for rural primary school students [3].
Four. conclusion
In short, based on the current situation of rural education, it is not a matter of one or two days to improve the teaching efficiency of primary school mathematics classroom. Qi Xin, a man with lofty ideals who is committed to rural education, needs to work together, give full play to his intelligence and wisdom under the background of the new curriculum reform, make every effort to contribute his own strength, and strive to create an education that will satisfy rural children and ordinary people, so that more children can go out of the countryside!