1 How to choose a suitable teaching method
In the years of teaching reform, the reform of teaching methods is still the most important, but in teaching practice, it is often carried out around teaching materials and teachers, not students. Reflected in the classroom teaching mode, it is in research teaching rather than research. Because primary school students are young, thinking and language are sometimes out of sync, thinking well but not speaking well. Teachers can't spend more time and energy on talking. As long as students are required to understand that arithmetic can be calculated even after completing the task, they can learn to analyze and solve application problems, but they should practice reasoning by staring at several abstract application problems. Only when students' thinking is at a low level will they show that they have to talk while doing. Only by having something to say can we train students' oral ability, promote their thinking development and form a virtuous circle of thinking and language development. Therefore, in order to create a teaching atmosphere in the classroom, it is often that one person speaks and everyone listens, which makes the detailed and abstract logical thinking unique to mathematics artificially externalized. It's a bit difficult for students to express their thoughts and practices, even why 1+2 equals 3. In teaching, improper methods are embodied in the design of teaching process.
The lesson plan is completely arranged by the teacher. The teacher has prepared everything and no students think much. Students are always in a state of blank passive acceptance, for example, when learning application problems, teachers don't let students face new problems and propose solutions to them.
Instead, prepare students with the knowledge they need to solve problems. When learning the application problems of three-step calculation method, students do not need to consider the solution at all when answering new questions, but only need to work hard to calculate. Sometimes students don't know what the teacher is talking about. This method is very common and cannot fundamentally cultivate students' ability to analyze and solve problems. For example, in the teaching of "multiplication formula of 5", the teacher will carefully make relevant teaching AIDS and learning materials, and prepare to guide students to explore each formula. However, when the teacher just posted the first picture and announced the topics to be studied in this class, some students whispered, "Teacher, I already know!" " "After a while, more students followed suit and said," I already know! Then recite: "15 gets 5,2510 ..." At this time, some teachers often continue to follow the design before class and ask a few questions, such as: What do you think? Why do you think so? Pull the students into the teacher's mind, make them understand and pretend not to understand. For such a practice, it seems that the teacher's "wit" is reflected from the teacher's mobilization, but it should be noted that the teacher does not understand the students' situation, and the teaching starting point of thinking and designing before class does not match the students' actual learning starting point. Obviously, the teacher's analysis of the learning situation is not in place, which is unfavorable to the development of students. In primary school math class, I often encounter such a situation, and sometimes I can handle it calmly. For example, when teaching "year, month and day", the textbook starts from a time unit with a large amount of understanding. Through investigation, I found that many students know that 1 year has 12 months, and a year has 365 days. So before teaching, I talk to students seriously, care about their hobbies, understand their existing knowledge base, and then find problems.
2 How to realize the mathematicization of mathematics life
Mathematics is closely related to life, comes from life and serves life. In the classroom, teachers should guide students to apply knowledge and methods to life practice, learn mathematics in our daily life, encourage students to bring practical problems in life into the classroom, and try to solve them by mathematical methods. Today's math class,
The "taste of life" is getting stronger and stronger, and sometimes it even exceeds the "taste of mathematics". Mathematics classroom teaching needs the necessary "taste" of life, and children need to know the life scenes of mathematics and applied mathematics. We often say that mathematics teaching enables students to understand the ins and outs of mathematics knowledge, including the situations where mathematical problems arise, the abstract process of mathematics and the transformation of mathematical symbols, including quantitative calculation, logical deduction, empirical induction and spatial association. Therefore, "living" should be combined with "mathematicization". Moreover, the "life-oriented" situation should be selective, realistic, meaningful and challenging, with a strong "mathematical flavor" and avoid childish tendencies. For example, in the teaching of "Yuan, Jiao and Fen", combined with the practical activities in textbooks, I created a teaching scene of "small supermarket": let students take out stationery, daily necessities, fruits, small toys and so on, and mark the prices. Divide the students into groups, and make a simulation activity of buying and selling goods in groups of four. Let one of them be a shop assistant and the other students be customers. The "customer" should prepare the price of the selected goods and give it to the "shop assistant". If the amount of money given is wrong, other students should point out why it is wrong and how to do it correctly. Students should exchange roles. Later, I took out a pencil case and said to the students, "Its price tag is 8 yuan 50 cents. Excuse me, how are you going to pay for this pencil box? How many different payment methods are there? " The students expressed their ideas one after another. This not only consolidates the knowledge of yuan, jiao and fen, but also cultivates students' ability to apply knowledge in practice.
3 How to evaluate students correctly
Evaluation is an indispensable link in the process of mathematics teaching in primary schools. So I often use it in teaching, and the effect is obvious. Sometimes the language of classroom evaluation is single and old-fashioned, with one sentence "You are great" on the left and one sentence "You are great" on the right. Students will definitely feel bored after listening to it. So my comments often change, such as: well done, you are really an elf and so on And I often buy "prizes" for students. For example, I will choose some small stickers with different patterns and buy some small seals with different characters. These primary school students want to get different evaluations or "prizes" from me every time, so they actively participate in teaching activities. In the life of teaching and reading, I realized the true meaning of life: teachers should constantly carry forward the spirit of innovation, so that teaching will progress, students will like teachers and students will like mathematics. At the same time, I often read and think, which makes me brave and good at conducting strict introspection on my education and teaching. I not only face up to my own shortcomings and try to explore ways to remedy them, but also am good at summing up the successful experience of myself or my peers and extracting the essence for reference, laying a solid foundation for theoretical breakthrough. I would like to pursue the perfect teaching art as my life goal and integrate the waves of my life into the tide of education and teaching reform in the motherland.
4 How to evaluate the more activities, the better?
Mathematics curriculum standard points out that "mathematics teaching is the teaching of mathematics activities". The "mathematical activities" referred to here refer to practical and thinking activities such as mathematical observation, experiment, guessing, verification, reasoning and communication, and problem solving. Many teachers regard this sentence as "mathematics teaching is activity teaching", and even many churches think that the more activities in the classroom, the better. Sometimes the activities arranged by teachers are non-mathematical activities, some deviate from the track of mathematical thinking, and some activities are too saturated and lively, thus leading mathematical activities to a different path. In fact, it is necessary to design some math activities, so that students can learn and feel mathematics in the activities, deepen their understanding and mastery of mathematics, and generate interest and emotion in mathematics. However, teachers cannot simplify and model the design of mathematical activities. It is hard to imagine how a dancer can think carefully in mathematics effectively. When designing mathematics activities, we should pay attention to: first, we must make clear the teaching objectives. Mathematical activities should urge students to "truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods, and gain rich experience in mathematical activities", that is, to achieve the purpose of "mathematicization" through activities.
In short, although there are many puzzles in the process of primary school mathematics teaching, I believe that as long as teachers can think more for students and solve more problems for them, students will definitely like mathematics from the heart.