First, dock on the bedding.
Using old knowledge to pave the way in classroom teaching is conducive to connecting the preceding with the following, while consolidating and strengthening old knowledge, building a bridge between old and new knowledge and facilitating the development of new knowledge. Because the new knowledge acquired by students is not only the extension and expansion of the old knowledge. When introducing new knowledge, we should fully grasp the connection point between old and new knowledge, carefully design the teaching process, stimulate students' positive thinking, make them feel fresh, realize the seamless connection between old and new knowledge, and form a systematic knowledge network in the seamless connection between old and new knowledge, so paving the way for old knowledge is an indispensable and important link in successful classroom teaching.
Second, gain import interest.
Confucius said: Knowing is not as good as being kind, and being kind is not as good as being happy. This shows that interest is the best teacher. Lead-in is to effectively stimulate students' strong interest in exploring new knowledge and new content. Teachers make use of the 3-5 minutes' lead-in time in math class to entertain students with novel and interesting stories or games, so as to bring boring math knowledge to life, fully stimulate students' curiosity, stimulate their strong desire for knowledge, let children quickly concentrate, create a positive, harmonious and pleasant learning atmosphere, and make them unconsciously engage in it.
Third, gain the confidence to participate.
In teaching activities, teachers encourage students to actively participate in teaching activities with an equal and respectful attitude, choose appropriate teaching methods, make timely adjustments, strive to create a lively classroom atmosphere of teacher-student interaction and student-student interaction, inspire students to explore together, pay attention to students' individual differences, effectively implement differentiated teaching, and guide each student to actively participate in learning activities and participate in mathematics with different levels of questions or teaching methods. Teachers and students feel the success and frustration together, share the findings and achievements, so that each student can be fully developed, thus enhancing students' self-confidence in learning mathematics and inadvertently sowing the seeds of improving classroom teaching efficiency.
Fourth, acquire new knowledge in practice.
Practical knowledge shows the position of practice in teaching. "New Curriculum Standard" points out that it is necessary to closely connect with students' real life, start from students' life experience and existing knowledge experience, carry out practical activities of mathematics learning in classroom teaching, create vivid and interesting scenarios and questions, guide students to observe, operate, guess, reason and communicate, and create scenarios that enable students to experience cognitive conflicts, confusion and contradictory emotions, so as to obtain basic knowledge, skills, basic ideas and basic activity experience of mathematics. Knowing that profound mathematical knowledge is everywhere in life is closely related to people's lives, thus stimulating students' strong thirst for knowledge, making students become the main body of learning and gradually learning to learn, thus cultivating interest, acquiring knowledge and developing ability in practice, and truly realizing the success and happiness brought by mathematical practice, thus improving the efficiency of classroom teaching.
Verb (abbreviation of verb) is consolidated in training.
Classroom training is an important part of primary school mathematics classroom teaching, an indispensable link in students' learning process, an important means for students to master knowledge, form skills, develop intelligence and tap innovative potential, and the main way for teachers to understand students' knowledge mastery. High-quality classroom teaching must be based on high practical quality. Therefore, classroom exercises play a particularly important role in primary school mathematics teaching and must be carefully designed. Practice is an important means for teachers to master the teaching situation and make feedback adjustment. Targeted, diverse and hierarchical classroom exercises are an important part of primary school mathematics teaching. Students apply what they have learned in practice, test their understanding of what they have learned, and give feedback to the teacher so that the teacher can correct and guide them, and check the missing information. Mathematics teachers attach great importance to the design of classroom exercises, because it is an important way to find problems and test students' knowledge, an important means to test whether the classroom meets the standards, and a destination to improve classroom teaching efficiency.
Sixth, be corrected in the feedback.
Teaching activity is a process of active participation, interaction and development between teachers and students. In the process of mathematics teaching, teachers impart knowledge to students, and students feed back the obtained knowledge information to teachers through oral or hands-on demonstrations, so that teachers can understand students' knowledge. Therefore, classroom teaching feedback is an important method and main basis for checking teaching effect, adjusting teaching content and organizing follow-up teaching. Mastering classroom teaching feedback is an important part of classroom teaching. In classroom teaching, mathematics classroom teaching feedback runs through the whole teaching process, so that teachers can grasp the real situation of students in time and effectively, understand the actual needs of students, so as to prescribe the right medicine, correct in time, check for missing parts, make corresponding adjustments to their teaching activities, and achieve the expected teaching goals.
Seven, gain divergence in expansion
Expanding knowledge should be based on mathematics curriculum standards, students' cognitive development level and existing experience, conform to students' psychological characteristics and adhere to the principle of integrating theory with practice. For example, the design of mathematical knowledge expansion can be divided into the forms of migration, questioning, comprehensiveness, practicality, exploration and openness. The expanded knowledge content should be flexible and diverse, so as to develop students' divergent thinking and cultivate students' ability to draw inferences from others. Expanding knowledge content is not only an effective way to test students' learning situation, but also an effective way for teachers to verify teaching methods.
Eight, get development in the competition
There is competition to develop. Now is an era of fierce competition. Cruel reality, daring to compete and being good at challenges are the keys to a person's progress and success. Students trained by the school should keep pace with the times and meet the requirements of the development of the times. Practice shows that in mathematics classroom teaching, cultivating students' competitive consciousness timely and healthily conforms to the requirements of the development of the times and plays an encouraging role in primary school students' enthusiasm for learning mathematics. Therefore, we should create as many competitive opportunities as possible in teaching and cultivate students' competitive consciousness. The cultivation of students' competitive consciousness should run through the whole teaching activities. For example, when assigning various math topics, teachers should actively establish a sense of competition, set questions from multiple angles, ensure the mastery of effective knowledge without losing interest, create a broad thinking space for students, create conditions for competitive learning in the future, and lay the foundation for the cultivation of new talents in the new era.
Nine, improve in the summary
Classroom summary has the function of consolidating new knowledge, strengthening memory and deepening standardization. Classroom summary is an indispensable and important link in mathematics classroom teaching. The methods commonly used by teachers are retelling, questioning method, chart, formula and suspense foreshadowing. However, no matter which way is adopted, experienced teachers attach great importance to the clarity, clarity and conciseness of class summary. It is necessary to sublimate the key knowledge content and condense the mathematical thinking method contained in it, which will help students understand, remember and master the knowledge they have learned, and promote the formation of knowledge structure network, the establishment of new knowledge modules, the optimization of problem-solving skills and the improvement of thinking methods. A good lesson summary can not only leave students room for independent thinking after class, but also pave the way for future study, so that students can have a deeper desire to think on the basis of mastering the content of the class. It can be seen that well-designed classroom summary plays an important role in improving the effectiveness of classroom teaching.
In short, there are many ways to improve the efficiency of mathematics classroom teaching in actual mathematics classroom teaching. However, teachers should design scientific and reasonable teaching links according to the teaching purpose, content and students' actual situation. Only in this way can they achieve the best results and improve the teaching quality.