Teaching is a * * * activity composed of teachers' teaching and students' learning, and teachers' teaching plays a leading role in students' learning. Therefore, I think that to improve the quality of classroom teaching, teachers should first thoroughly understand the teaching materials, master the context of each part of knowledge in the teaching materials, and the writing intention of each example and exercise in the teaching materials. For these, teachers can only solve the problem of what to teach if they think seriously, study deeply and have a book in their chest. At the same time, under the premise of thoroughly understanding the teaching materials, we should also study the best breakthrough point between the content of the teaching materials and the current life and students' reality, skillfully set up the teaching situation, stimulate students' interest and introduce new knowledge. Only in this way can we arouse students' interest and guide them to explore cooperatively and master new knowledge. Only in this way can we solve the problem of how to improve the teaching quality.
1. Look at the overall situation of the textbook and clarify the knowledge system.
Mathematics is a discipline with a strong knowledge system, and knowledge is closely related. Any new knowledge is developed on the basis of the old knowledge already learned. Therefore, only when teachers master the systematicness of teaching materials can they look ahead and look back, paving the way for the new knowledge behind them; Learning the latter knowledge can review and apply the former knowledge in a planned way. If teachers don't master the systematicness of the textbook, they may divide the whole content into many parts to teach independently. This is not only laborious and time-consuming to teach, but also difficult for students to understand and remember. More importantly, it is not conducive to the development of students' ability. Therefore, whether we can master the teaching materials systematically and have the overall concept directly affects the efficiency of classroom teaching. So how can we systematically master the teaching materials and look at the overall situation? My suggestions are as follows: first, we should pay attention to the concept of reflecting the essence of things in teaching. For example, the concept of "1" is not only an important basis for understanding the meaning of fractions, but also a very important concept in the teaching of fractional application problems and percentage application problems in the future. Therefore, students must thoroughly understand and master this key problem when learning fractional multiplication. In this way, students will not find it difficult when teaching engineering problem application problems and percentage application problems. Obviously, the unit "1" is the most important concept that runs through the scores and percentages of textbooks. Therefore, in the part of teaching scores, we should firmly grasp it from the beginning and let students thoroughly understand the meaning of the unit "1" through various forms. Second, study the relationship between the parts of each unit. For example, the knowledge of "score identification" is taught on the basis of the knowledge of "score identification" in Grade Three. Therefore, teachers must analyze and study the preliminary understanding of grades in the third grade, and then sublimate and expand the "score recognition" in the fifth grade to reflect the writing intention of the textbook and realize the teaching goal. Third, find out the connection between new knowledge and old knowledge. For example, the method of solving engineering application problems is basically the same as that of solving problems encountered. When teaching engineering application problems, students can be guided to analyze and compare and find out their similarities and differences, which is helpful for students to understand engineering problems. Fourth, we should understand the changes of knowledge extension and master the depth of teaching materials. In order to make students understand what they have learned thoroughly and use it flexibly, we should study the expansion exercises based on and beyond the teaching materials, but not beyond the requirements of the curriculum standards. Master the knowledge stipulated in the curriculum standards and the depth and difficulty of the knowledge learned, carefully ponder the teaching objectives, do not deviate from the requirements of the textbook, and do not blindly increase the difficulty of the topic, so that students can "jump up and pick peaches". Otherwise, it will not only waste time, but also affect the teaching effect and increase students' unnecessary homework burden.
2. In-class 1 minute, in-class 10 year, and kung fu is outside class.
The teacher's role in the classroom is to give lectures to solve doubts, and to be a collaborator and guide for students. Whether the teaching effect is good or not, and whether the solution to the problem is clear and appropriate mainly depends on whether the teacher can correctly and profoundly understand the knowledge. Therefore, before teaching, teachers must conduct serious and in-depth research and analysis on the teaching content, so as to understand it thoroughly and master it skillfully, so as to make it easy to understand in class. For example, when teaching the fourth grade "the law of decimal size change caused by decimal movement", in order to let students thoroughly understand the reasons of decimal size change caused by decimal movement, we can first put forward such four whys to guide students to explore, learn to understand, find out the answers to each question and find out their ins and outs. (1) Why does the position of the decimal point change and the value of the decimal point change? (2) Why does the decimal point become larger when it moves to the right? (3) Why does the decimal point become smaller when it moves to the left? (4) Why does the decimal point change tenfold every time the decimal point moves by one place? If teachers do research on this part of the teaching materials before class and have a thorough understanding, they can guide students to explain things in simple terms in class, and the guidance is in place, which will get twice the result with half the effort.
3. Create scenarios and find the breakthrough point of new knowledge.
In teaching, when preparing lessons, teachers analyze and study the test preparation questions and examples of the textbook, trying to understand the editor's intention in this arrangement, distinguish the primary and secondary examples and then determine the teaching focus; At the same time, it is also very important to reflect the best combination of teaching content and real life in an open teaching situation. Therefore, through the in-depth study and analysis of the teaching materials, teachers can understand their intentions, thus creating the best situational teaching and understanding it. For example, when teaching "knowledge in collocation" in Grade Three, teachers can guide students to take the game of "rock scissors and cloth" in life as the beginning of teaching. The question is, how many different combinations are there? How many situations can you win? In this way, students organically combine the interesting games in life with the collocation problems in this section, so as to guide students to observe, guess, experiment, verify and other activities in specific situations, find out the combination number of simple events, and thus complete the teaching objectives.
Ten years' teaching practice has made me deeply realize that only when teachers systematically master the content of the textbook, carefully study every problem in the textbook, and thoroughly understand the intention of the textbook editor, can they proceed from the overall situation of the textbook, focus on it, and explain it in simple terms, and the teaching effect will be good.
Second, improving teaching methods and focusing on generation are important means to improve the quality of classroom teaching.
Teachers should further consider what kind of teaching methods to adopt after finding the key points and difficulties of the textbook through in-depth research, so that students can enjoy learning and are eager to learn. Pupils are young, lack of knowledge, limited acceptance and lack of life experience, so it is difficult to find a foothold in mathematics knowledge in life, which requires teachers to pay attention to teaching methods and research methods in teaching. The choice of teaching methods should be based on the actual situation of students in each school, not the same, and not the experience and practice of others. But there are several rules that you can follow: First, introduce new knowledge from students' existing life experience. Mathematics is a rigorous and systematic discipline, and all parts of knowledge are closely related. New knowledge is often the deepening and development of old knowledge. Mathematics comes from life. According to this feature, we should grasp the intersection of old and new knowledge and the foothold of mathematical knowledge in life in teaching. Through the collection and arrangement before class, the questions in class found that the difficulties were turned into several small problems and the transition to new knowledge was smooth. For example, when teaching the percentage of cognition, students can collect examples of the application of percentage in life before class and find out the topic of percentage in specific examples. At the beginning of teaching, students can report first and ask percentage questions. Teachers can guide in time, skillfully set suspense and explore new knowledge. Students feel that what they know is not new, and the difficulties are not difficult, which breaks through the teaching difficulties. Second, use intuitive operation to disperse teaching difficulties. The process of students acquiring knowledge is a process from perceptual knowledge to rational knowledge. In teaching, attention should be paid to proceeding from reality and making full use of visual teaching AIDS and learning tools, so that students can acquire solid knowledge on the basis of a large number of perceptual materials, gradually develop abstract thinking ability and improve students' interest in learning. For example, when teaching the sixth grade "circumference", teachers fully create time and space for students to cooperate in groups, explore the law of the ratio of circumference to diameter, show the results of group cooperation, reveal the significance of pi through fully intuitive operation and research exchanges between teachers and students, and let students experience the fun of mathematics learning and gain rich experience in mathematics activities. Third, pay attention to guiding students to experience the generation process of knowledge. Teaching practice makes us clearly realize that we teach today so that we don't need to teach tomorrow, and students learn today so that they can learn by themselves when they leave school in the future. This requires our teachers to pay attention to guiding students to experience the generation process of knowledge, stimulating students' enthusiasm for learning, inspiring them to open their minds, think about problems, and acquire knowledge consciously and actively. For example, in the section possibility teaching of the first volume of the third grade, the teacher focuses on students' exploration and verification on the basis of guiding students to fully perceive and discover. First, guide students to get ready before the experiment. The teacher introduces the experimental materials and explains the experimental requirements-group discussion activity plan-group report activity plan-cooperative experiment, preliminary speculation-student report. On the basis of the group experiment exchange report, the teacher shows the opinions of each group. Finally, teachers and students * * * reasoning verification induction: unpacking. What is the possibility related to? If I give you a one-dollar coin and throw it out, what will the result be ... create an atmosphere in which students actively participate in classroom teaching, let students experience the joy of learning mathematics knowledge, and keep students eager for knowledge in class.
Thirdly, it is the key to improve the quality of classroom teaching to go beyond textbooks and cultivate students' ability.
Teaching practice makes us realize that teachers and students have solved students' learning problems together, and only one third of the teaching tasks have been completed. Because "understanding" only means that students understand the new knowledge in textbooks, it doesn't mean that students really master the new knowledge. They often have a long way to go before applying new knowledge to solve problems and have not yet formed skills. Therefore, it is an important link in the teaching process to cultivate students' thinking ability based on and beyond textbooks. In order to improve the training effect, we should pay attention to the following issues:
First of all, we must clarify the purpose of training. When training, it is necessary to prevent blind practice. Too much and too much can't grasp the key training, which will increase the burden on students and the effect is not good. Therefore, the content of training should be prevented from being divorced from reality and pursuing biased, difficult and strange phenomena. Each class should be trained closely around the teaching objectives of this section, organically combine the students' knowledge status with the key points and difficulties of the teaching materials, and appropriately adjust the teaching plan to make the training targeted.
Second, we should pay attention to gradual progress in training. Generally speaking, it is best for a new class to have a training time of 10 to 15 minutes. Special attention should be paid to not too many training questions, and the language description and topic structure of application questions should be clear and simple, so as not to interfere with students' understanding of the main knowledge of this lesson in digital language. If possible, students can ask some questions orally or orally to check their understanding, but pay attention to the form of training questions to prevent students from memorizing. Teachers should combine the knowledge points of this lesson and compile some exercises that conform to students' age characteristics and life experience to see if students understand the knowledge, so as to truly let students realize that there is mathematics everywhere in life, thus cultivating their ability to solve practical problems in life. If the students master it very smoothly, the durability effect is very good. At this time, teachers can base themselves on the teaching materials, go beyond the teaching materials, lead to examples of using the knowledge of this lesson to solve problems in life, guide students to explore cooperatively, and also guide students to put forward some practical examples or problems in life in combination with the knowledge of this lesson, so that everyone can solve them cooperatively and really sublimate the content of this lesson.
Third, students at different levels should have different requirements when training. Students' knowledge base, learning consciousness and learning efficiency are different. Considering this reality, special attention should be paid to teaching students in accordance with their aptitude, and two sets of homework should be arranged frequently in training. In this way, the teacher spent a lot of time and energy, but met the different requirements of different students and mobilized the enthusiasm of each student. Judging from the effect, it is still relatively good.