How to improve the quality of mathematics classroom teaching in primary schools 1 Teachers should adopt appropriate methods to introduce topics.
Before the beginning of a class, teachers should master the correct methods to lead out the teaching content, so that students can enter the learning state faster and better. Teachers must adopt appropriate methods to draw out topics, attract students' attention to the maximum extent and stimulate their interest. In the actual teaching process, I usually use some short stories and examples to draw out the knowledge to be taught in this class.
Like teaching? Axisymmetric graphics? In this part, I will tell my classmates a story before class: suppose the children are all in the flowers in the park now, and a small butterfly and a small dragonfly fly head on. They flapped their wings and stopped on a flower. Please observe them in your imagination. Do you think they are beautiful? At this time, almost all the students will answer:? Does it look nice? . Then I continued to ask, please observe their faces carefully. What are their characteristics? At this time, some students already knew, and they replied: the left and right wings of butterflies and dragonflies are the same. And this is exactly the answer I want. Then I asked: We all know that the left and right sides of butterflies and dragonflies look the same. What can we call them? At this time, a small number of students who have previewed this lesson will say "hoo"? Symmetric graphics? Some students speak more accurately? Axisymmetric graphics? . When the students' enthusiasm is high, I will make a summary and draw out the main content of this lesson? The students are right. This figure is very common in life. We call it an axisymmetric figure, which is what we are going to learn today. In this way, students' enthusiasm is mobilized, and it is easier to understand new knowledge in the learning process of this class, and the quality of classroom teaching has been obviously improved.
Secondly, teachers should set up classroom situations scientifically.
The new curriculum standard clearly points out that mathematics classroom teaching must be carried out in the form of teacher-student interaction. Pupils are in a special stage of growth and development. Liveliness is the innate character of primary school students, and it is impossible to concentrate on one thing for a long time. Therefore, in the process of primary school mathematics classroom teaching, teachers should scientifically set up classroom situations to attract students through interesting classroom situations. The classroom situation designed by the teacher must be vivid and effective, and some interesting questions can be inserted to make students focus on the teacher; In addition, teachers must combine the learning situation of different students to ensure that students at every learning level can actively participate in classroom teaching, so that students and teachers can think together and gain more knowledge.
For example, before class, I will prepare some basic questions about the knowledge of the last class. Before starting this lesson, I will ask these questions for the students to answer. Students who answer correctly will get small gifts (such as lollipops and exercise books) prepared by me in advance. In this way, the attention and enthusiasm of students who have just started classes are mobilized, and appropriate rewards will make students actively think and answer questions. In this way, we can not only preview what we have learned in the past, but also grasp the students' learning situation in time, which is of great help to future teaching.
Third, teachers should link mathematics teaching with real life.
Every math teacher should realize that the study of primary school math curriculum is the basis of students' future study and development, so that students can acquire the first math knowledge they need in their future study and life and develop in an all-round way. In order to improve the quality of mathematics classroom teaching in primary schools, teachers need to make full preparations, conduct in-depth research on the content and connotation of teaching materials before class, so as to stand on the teaching materials and surpass them in classroom teaching. Teachers should link the content of mathematics teaching with students' real life, let students feel that mathematics is around and attach importance to the study of mathematics courses. I am teaching? Percentage? In the process of this mathematical concept, in order to enable students to connect abstract mathematical knowledge with real life, I take this as an example: on National Day, a large supermarket in XX, Heyuan City held a big promotion, and you can enjoy a 10% discount on buying any goods in this supermarket on National Day. Now the teacher asks you a question. Suppose you want to buy a toy with the original price of 300 yuan, how much will you actually spend on it on National Day? After the question was put forward, the students did the calculation, and then I guided from the side and put forward the concept of percentage. In this way, mathematics can be easily linked with life, students are more interested in mathematics learning, and the teaching quality has been significantly improved.
Fourth, teachers should stimulate students' innovative thinking.
Guildford, a famous American psychologist, once said that creativity is not confined to the brain of a genius, but is potentially distributed in the brain of every human being. This sentence shows that everyone is innovative.
Therefore, we should explore and stimulate students' innovative thinking. On the one hand, in primary school mathematics classroom teaching, we should fully respect every student, give every student the opportunity to speak as much as possible, encourage or praise whether the students' answers are correct or not, try to stand on the students' point of view to teach, let students dare to think and speak, and create a good objective environment for the cultivation of students' innovative ability.
On the other hand, we should be good at evaluation. In my opinion, in the process of correcting homework, teachers should not only pay attention to whether the students' answers are standardized, but should look for their bright spots from their problem-solving thinking and give them appropriate encouragement. For example, I once assigned a question: the distance between AB and B is 600 meters, and Xiaoming walks from A to B, and plans to arrive in 10 minutes. In fact, Xiao Ming has completed 3/4 of the whole journey in 6 minutes. How many minutes can Xiao Ming actually arrive at B in advance? For this exercise, many students use this solution: 600? (600? 3/4? 6)-6=2 (minutes), but in the process of correcting, I accidentally found that some students used this solution: 10-6? 3/4=2 (minutes). This method is the simplest, and I immediately commented on the exercise book: creative+excellent. Students are very excited after reading it, and other students are eager to get my praise, so that students' creative thinking is stimulated and they will think of more ways in the process of solving problems in the future.
In a word, improving the quality of mathematics classroom teaching is a teaching idea and a value pursuit. We should learn to sum up and reflect on our teaching methods in teaching practice, find the key breakthrough point, improve the quality of classroom teaching bit by bit, and realize the quality of mathematics classroom? Quality? A leap.