First, careful preparation before class is the premise to improve the effectiveness of math classroom exercises.
In the preparation before class, we should carefully choose the topic and carefully design the topic, which is the premise to improve the effectiveness of mathematics classroom exercises.
1, choose the topic carefully
The so-called careful topic selection means choosing examples, exercises and feedback questions suitable for classroom teaching from a large number of teaching materials. That is to say, teachers should jump into the ocean of problems for gold, students should jump into the ocean of problems for treasure, and teachers should "jump into the ocean of problems" and choose topics with obvious times, effective thinking training, flexible methods, typicality and representativeness, so that students can do fewer questions, but there are many "treasure hunts", instead of "finding a basket full of dishes" and move to the classroom at once regardless of the characteristics of the times.
When choosing multiple-choice questions, we should also make the questions have a certain gradient. Practicing only the same gradient questions is not helpful for students to improve, and students can only imitate mechanically; Practice gradient questions, so that students can climb a peak, start from the basic questions and gradually improve, not only to understand new knowledge, but also to exercise the ability to solve new problems.
Step 2 design carefully
The so-called careful design is to carefully select the reasonable design of the project, which topics are suitable for doing examples, which topics are suitable for classroom practice and which topics are suitable for classroom feedback. At the same time, we need to design how to lead in, how to guide students to think, how to guide students to explore, how to distinguish similar topics and even which topics to do first. If carefully selected topics are compared to bricks and tiles for building a house, then careful design means thinking about how to put these bricks and tiles in the right place.
Second, the rational use of classroom time is the key to improve the effectiveness of mathematics classroom exercises.
Reasonable use of forty-five minutes in class, arousing students' enthusiasm, giving full play to students' initiative, tapping students' potential and cultivating students' desire for further exploration are the keys to improve the effectiveness of mathematics classroom exercises.
1. Give full play to students' subjectivity
"Mathematics Curriculum Standard" requires that "teachers should provide students with opportunities to fully engage in mathematics activities and help them truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent inquiry and cooperative communication, so as to gain rich experience in mathematics activities". Students' subjectivity should be brought into play in mathematics activities.
First of all, let students explore what can be explored in class, and teachers should not replace them. For example, when exploring "there are n points on a straight line and how many line segments are there on this straight line", I asked students to count "when there are two points on a straight line, how many line segments are there on this straight line"; Then ask the students to count "When there are three points on a straight line, how many line segments are in * * *" and "When there are four points on a straight line, how many line segments are in * * *". Finally, let the students think: If there are n points on a straight line, how many line segments does it have? Students can quickly find out that it is a line. In later practice, it is found that students have a firm grasp of this knowledge point, and such a teacher makes students learn easily and firmly.
Secondly, let students finish what they can after class, and don't put all the questions to be explored in class. For example, question: How many intersections can n straight lines have at most? After understanding the concepts of "pairwise intersection" and "there are n points on a straight line, then there is a line segment on this straight line", students are fully capable of solving this problem independently or through cooperation and communication.
1, correctly treat students' mistakes in practice.
It is very common for students to make mistakes in classroom practice. Correctly treating the mistakes in students' practice is helpful to improve the effectiveness of classroom practice.
First of all, the mistakes in students' exercises are instructive to teachers' teaching. Sometimes the mistakes in students' exercises may be because the teacher didn't make it clear when explaining. In this case, the teacher should explain the content to the students again for the whole class (or individual students).
Secondly, mistakes in students' exercises can reflect whether students' learning is effective or not. Sometimes students' mistakes in practice are caused by their carelessness or inattention in class, which can help teachers understand the effect of students' learning. In this case, the teacher can urge students to solve problems seriously or listen carefully. At the same time, we should also realize that mistakes are the forerunner of correctness and the beginning of success. Many times, students really understand the meaning of the topic and the correct solution after experiencing many mistakes, which is also in line with objective laws.
Third, students make mistakes in practice, which can make them have a deeper understanding of knowledge. Remember that when factorizing with the square difference formula in teaching, finish the square difference formula and let the students practice factorizing. As I walked and watched, I found that the students finished it soon. When I finally announced that Zhang Wei was the only one who got the answer right, the other students were very surprised. It can be seen from their surprised expressions that they don't know why their answers are wrong. When I asked Zhang Wei to write the answers on the blackboard, the students understood that they could continue to decompose. I'll add that factorization should be carried out until each factorization can no longer be decomposed. The students quickly understood the factorization. I think this method is much better than asking students to practice several topics mechanically. Mathematics teaching should make students "learn by doing" and "experience in practice".
2. Respect students' individual differences and allow asynchronous standards.
As the saying goes, ten fingers are long and short. Similarly, it is normal for students to have individual differences, and individual differences among students should also be respected and treated correctly. For students with learning difficulties, their speed of accepting new knowledge and methods may be slower than that of other students, and the effectiveness of exercises is relatively low. Teachers should give timely care and help and encourage them to take the initiative to participate in mathematics learning activities. At the same time, it can also reduce the requirements for them, so that they can meet the standards of other students after a long time, patiently help them correct their mistakes, encourage them to make progress in time, and enhance their interest and confidence in learning mathematics well. Teachers can provide students with more difficult and comprehensive topics, stimulate their interest in further learning mathematics and set higher goals for them.
3. Provide immediate feedback in class.
It is not enough to practice in math class, but also to provide students with immediate feedback in class. Some scholars have pointed out that the shortest possible time interval between learning behavior and feedback is one of the most important factors in learning. The closer the relationship between learning behavior and feedback, the faster learning will proceed. " At the same time, through feedback exercises, teachers and students can fully understand students' learning situation.
Third, after-class reflection is a sublimation to improve the effectiveness of mathematics classroom exercises.
After-class reflection includes teacher reflection and student reflection. There is no best class, only better classes. After class, teachers should reflect on whether the examples prepared before class are representative, whether the difficulty and quantity of exercises are appropriate, and whether the feedback questions can reflect the learning effect of students. Reflect on the success and shortcomings of today's teaching, let teachers make continuous progress and improve the effectiveness of classroom exercises.
When teachers are asked to reflect, students should also be asked to reflect. Student reflection means that students reflect on what they have not learned or what methods they don't understand in class, so they should ask their classmates or teachers in time to solve problems; You can also reflect on how new methods and new ideas in class should be applied to new topics to make calculation easier; You can also reflect on whether there are other simpler ways to do problems in class and so on. After constant reflection, students' mathematics learning will continue to improve and the effectiveness of classroom exercises will be sublimated.
In short, only by mobilizing all favorable factors and constantly improving their teaching behavior and teaching management can teachers continuously improve the effectiveness of mathematics classroom exercises.