What are the strategies for classroom management of primary school mathematics? First, do it by hand and give full play to students' subjectivity.
Children's thinking starts with thinking in images and then moves towards abstraction, according to the curious and active characteristics of lower grades. In class, I attach great importance to students' practical operation. Let students use a variety of senses in operation and acquire knowledge through positive thinking. This not only helps students to understand and master knowledge, but also helps students to develop their thinking. Every time students are asked to do an operation, they should first see the meaning of the question and then think. According to the requirements of the topic, what do you do first, what do you do next and how do you do it? Resolutely overcome the problem of doing things blindly without thinking.
Like teaching? What is the composition of numbers? 、? What and what? The teacher instructs the students to put red flowers (other learning tools can be used instead). Divide four red flowers into two parts. There are several ways to divide them. After arranging, ask the students to tell other students how to divide them. 4? Divided into several groups, the students found differences through comparison, and the teacher summarized and guided them in time: first, move one of the four red flowers to the right, explain? 3? And then what? 1? Composition? 4? ;
Then move another flower to the right. Explain? 2? And then what? 2? Composition? 4? ; Finally, move a flower to the right, which means? 1? And then what? 3? Composition? 4? , write the analytical formula, and then guide the comparison. 1 and 3 are the same as 3 and 1. After students finish their homework, they should be given a time to reflect on what to put first, then what to put, and what kind of results to get. So why? Materialization? The process is transformed into? Internalization? The transformation of children's thinking from perceptual representation to abstract makes the whole process of concrete operation leave a deep impression on children's minds.
On the basis of posing and thinking, let the students tell the process of posing in their own language. The students in the lower grades are young and have poor language skills. In the process of setting up school tools, students know the meaning in their hearts, but the words are on their lips, just like jiaozi cooked in a teapot-they can't spit it out. Therefore, when students tell stories, they are generally required to follow their own learning tools first, or to tell their deskmates? Whispering? Let everyone have the opportunity to speak and participate, so as to get exercise. Then, let the good students talk to the poor students, which not only highlights the individual, but also takes care of the whole class, so that students can think clearly and smoothly.
Second, improve the rhythm of mathematics classroom teaching in lower grades
It also refers to mobilizing students' attention in a planned way, so that intentional attention and unintentional attention change rhythmically. At the beginning of class, we should try to catch the students' attention and stimulate their enthusiasm for learning; When introducing a new class, students should be interested in the content of the study. At this time, we can use unintentional attention. When explaining important and difficult points, let students pay attention. At this time, students should pay attention consciously. When reviewing, we should pay attention to reviewing the old and learning the new. We can use unintentional attention and take advantage of it, or we can turn to intentional attention. Effectively attracting students' attention, making them relax, and demanding flexibility, pleasure and relaxation during training are not only conducive to active thinking, but also improving management effects. Students in the lower grades of primary school are interested in short attention. They are nervous about teaching and take various forms to keep students' attention. Let children learn through laughter, remember through laughter, and consolidate what they have learned.
In the classroom management of mathematics in the lower grades of primary schools, it is the key to improve the management efficiency to master the teaching rhythm reasonably. Paying attention to the management of teaching rhythm is a real harmonious management and a scientific management. We must vigorously advocate and explore the management of rhythm teaching.
Third, improve teachers' art of self-management.
When it comes to classroom management, many teachers often only pay attention to the control of students. In fact, a lot of out-of-control in the classroom is often caused by teachers' own out-of-control, which is also worthy of our attention.
1. Adjust your mind and control yourself.
When we face a new classroom, or face a classroom that once embarrassed us again, many junior high school math teachers are prone to anxiety and feel uncertain, and their hearts are full of anxiety and fear, lest the classroom be out of control.
Anxiety is a comprehensive emotion similar to tension and fear, and it is an emotion that a person foresees that the heart of the forest may be damaged. To avoid excessive anxiety, we must have enough self-confidence, be afraid of occasional management mistakes and believe that we can manage the classroom well. At the same time, the maintenance of self-esteem should be enough, and the desire to maintain self-esteem is too strong, but it is more fragile. In teachers' classroom management life, management mistakes are inevitable. The key is to learn from mistakes and try to turn them into experience, so as to reduce mistakes and become an expert in classroom management.
2. Pay attention to control your emotions
In order to better control their emotions. We try to avoid the negative factors brought by the following prejudices in class activities. The first is the first impression deviation, because the first impression left by meeting a student for the first time will make the teacher explain the student's behavior in the direction of the first impression in the future. If the first impression is good, the behavior will be explained in a good direction. If the first impression is not good, it will be explained in a bad direction, resulting in preconceived prejudice.
Secondly, the halo effect, because teachers are particularly impressed with a certain characteristic of students, so they may be given other characteristics that they may not have. Judging a person by his appearance, generalizing the whole by partiality and generalizing the surface by points are typical halo effects. Finally, social stereotypes. Teachers always tend to divide the students they have come into contact with into various types in their own minds, and often have fixed views on a certain type of students. When they meet a student, it is easy to put him into a fixed type and give him fixed characteristics, thus causing prejudice. In order to avoid prejudice, teachers must fully and deeply understand and master students' information, and avoid jumping to conclusions from one point of view.
In order to eliminate all kinds of interference, maintain classroom order, ensure classroom teaching in an orderly manner and achieve teaching objectives, teachers must take measures to control themselves and classroom discipline, and finally realize students' self-control. From another perspective, teachers' self-control will certainly be the best example of students' self-control.
Facts have proved that whether teachers can effectively control and manage the classroom is very important to the success or failure of classroom teaching. If effective classroom management is lost, even the best teaching effect will be castles in the air. Only effective classroom teaching management can build a new classroom that conforms to the new curriculum concept.