1 on how to improve the teaching level of mathematics education in primary schools
Create a successful situation and stimulate students' sense of accomplishment.
Mathematics knowledge is very abstract and systematic, and primary school students mainly think in images. In mathematics, abstract things are presented in the original state of life with perceptual materials in life, so that students can understand and refine them in the exchange of life experience. This kind of knowledge is living water, which students can easily and naturally understand and master, and can be consciously transformed into a life skill. Under the new curriculum, with the further development of classroom teaching activities, students' attention will be concentrated for a long time. About ten minutes before class, their attention will gradually decrease and their interest in learning will be obviously weakened.
When teaching, I pay attention to designing life exercises with strong pertinence, various forms and moderate difficulty, so as to create opportunities for all students to succeed after some efforts and consolidate their interest in learning. For example, when teaching the meaning of fractions, I designed a daily exercise: 6 apples, 5 pears, 4 oranges, 3 peaches, 1 strawberry, and asked students to tell whose number is whose fraction. After some thinking, the students rushed to answer, middle and lower students could also say three or four answers, and the top students got more answers, which pushed the class to a climax. This kind of life situation creates an opportunity for all students to express themselves, so that they all taste the joy of success.
Introduce new knowledge from the reality of life, so that students can appreciate the application value of knowledge.
In traditional teaching, teachers often pay attention to let students learn this knowledge, while students often only know how to "do" mathematics, but don't know how to "use" mathematics. Therefore, in the teaching process, teachers introduce new knowledge from real life, which helps students to appreciate the application value of mathematical knowledge, makes students feel that what they have learned is closely related to real life, and is a problem that needs to be solved in life, which provides a demonstration for students to actively analyze and solve real problems from the perspective of mathematics.
For example, when I was in the first grade, I had a preliminary understanding of statistics teaching. I designed it like this: First, I showed a picture of a zoo with monkeys, elephants, birds, giraffes, lions and other animals through courseware. And ask students to count all kinds of animals. Because of the variety of animals, the results of students' statistics are not consistent. At this time, let the students discuss the method of counting and finally reach an agreement. Divide into groups, each group only counts one animal, and finally get the result. This not only allows students to experience the statistical process in real situations, but also makes students feel that statistics are around and useful. Mathematics originates from reality, exists in reality and is used in reality.
2 cultivate students' interest in learning mathematics
Ask students to operate by hand and cultivate their interest in learning.
In primary school mathematics teaching, students' hands-on operation is required to have vivid and concrete characteristics, which can make students have appearances and stimulate students' participation in various senses, thus effectively cultivating students' interest in learning mathematics. In short, students are required to learn and understand abstract mathematics content in the process of happy operation, and finally realize the cultivation of students' learning interest and the development of thinking ability.
For example, when explaining the calculation method of triangle area, the teacher first asks the students to prepare two obtuse triangles, right triangles and acute triangles with the same size, so that the students can operate the stitching graphics. In this way, students are very active and full of interest. Some students spliced into squares, some students spliced into rectangles, and some students spliced into parallelograms. Then ask students to carefully observe their own spliced graphics and see the relationship between the height, bottom and area of spliced graphics and the height, bottom and area of a single triangle. Finally, learn the calculation method and formula of triangle area. Facts show that it is better to ask students to operate by hand than to teach and attend classes blindly. Hands-on operation not only cultivates students' interest in learning, but also deepens their understanding and learning impression.
Classroom teaching stresses artistry. Stimulate students ' interest in learning
Teaching is an art. Once the teaching content of a class is established, there should be a teaching method that is most suitable for the teaching content. Whether it is the class, the time arrangement and the order of knowledge transfer, we must be aware of it in order to achieve the expected results. Therefore, teachers are required to understand the syllabus, thoroughly understand the teaching materials and teach skillfully and correctly. In the teaching of the whole class, the teacher is like a director, arranging classes step by step and paying attention to unexpected problems. The psychology of primary school students is still in the developmental stage, and there are often all kinds of negligent behaviors. Teachers should learn to praise and remind or "gently criticize" to help correct, and must not blame, dig or reprimand, which will cause psychological trauma that children are difficult to heal. In the teaching of the whole class, teachers should strive to make the language accurate, concise and humorous, impart knowledge correctly, learn from the shallow to the deep, choose examples accurately and seek truth from facts. Only in this way can we achieve good learning results, thus attracting students to concentrate on listening to lectures, entertaining and accepting knowledge in a relaxed and happy atmosphere. When students answer questions, teachers should insist on encouragement and persuasion. In order to encourage students to think independently, good speeches, arguments, problems and solutions can be praised by clapping, sending red flowers (five-pointed stars) or enthusiastic praise. Through these means, students' enthusiasm can be aroused.
In addition, it is extremely important for teachers to cultivate students' curiosity in the teaching process, especially in mathematics teaching. Because curiosity is the starting point of interest and the foundation of all wisdom, many great scientists' inventions and creations begin with curiosity. Pupils are curious about everything, fresh about everything and like to ask questions. Teachers may also be tongue-tied and unable to answer questions, which may make them look embarrassed. In this case, students should never be impatient, and don't prevaricate with "I don't know". In this case, many inventions may die out. Einstein's childhood story fully illustrates this point. This requires teachers to be patient, have a good personality, protect children's curiosity, and don't bind children's rich imagination prematurely.
3 Mathematics classroom teaching
1. Start with life experience, create situations and mobilize the classroom atmosphere.
Mathematics knowledge is closely related to real life, and many examples are given in the new textbook. Teachers should try their best to lead out the learning content with the familiar life situations or life experiences of students, so that students are willing to accept it. Students can also cite the application of mathematical knowledge in life. Pupils have the characteristics of curiosity, doubt, strong love for beauty and liveliness. Mathematics teachers should think more from these aspects, give full play to the role of non-intellectual factors of primary school students in learning, and create a teaching method of learning and playing in class, so that students can play in middle school and in learning. For example, in the teaching of axisymmetric graphics, I use beautiful pictures prepared in advance to create situations and tell stories. One day in summer, a little dragonfly flew around the grass to catch mosquitoes. Suddenly, a beautiful little butterfly flew around the little dragonfly. The little dragonfly was angry, but the little butterfly said with a smile that they were a family. Little dragonfly doesn't believe it. Little butterfly takes little dragonfly to find their family members. Students, why did Fluttershy say that? In this way, the introduction of the new curriculum has stimulated students' interest in learning, made them interested and focused, and actively explored the * * * identity characteristics of symmetrical graphics.
2. Make good use of courseware to stimulate interest.
Mr. Tao Xingzhi, a modern educator, said: If you are interested in learning, you will be willing to go all out to do it. Learning and entertainment are inseparable. It can be seen that "interest is the best teacher" and interest is the motivation to stimulate students' learning. Students' academic performance is often restricted by their interest in learning. Therefore, we should pay attention to stimulate and cultivate students' interest in learning mathematics in mathematics teaching, and introduce multimedia into mathematics classroom. Computer multimedia is a teaching method that integrates sound, light, color and effect. Using the function of multimedia courseware, we can change abstraction into intuition, static into dynamic, and static knowledge is dynamic, which shows students the formation process and provides rich perceptual knowledge, which not only provides reliable perceptual support for the development of students' thinking activities, but also helps to cultivate students' abstract thinking ability.
3. Teachers should constantly sum up their teaching experience.
For any teacher, it is impossible to do the teaching work perfectly from the beginning. Only by constantly learning lessons and summing up experience can the teaching ability be improved slowly. In teaching, teachers should sum up what kind of experience is suitable for all teaching situations and what kind of experience is suitable for any special situation. With these experiences, teachers can better grasp the direction of primary school mathematics teaching in future teaching. While summing up our own experience, we should also learn from the methods and experiences of other teachers, especially those who have rich teaching experience and achieved excellent teaching results. They have a lot to learn. As a teacher, we should not only teach students, but also constantly learn and reflect on ourselves, so that our teaching ability can be improved and students can make progress with us. Quality education in the new era puts forward higher requirements for teachers' teaching ability. In order to meet the needs of educational development, mathematics teaching in primary schools should also make continuous progress, and teachers should also constantly improve their teaching ability. Teachers receive professional training and study textbooks carefully; Enrich one's knowledge reserve and understand students' ideological trends; Adopt appropriate teaching methods; Do a good job in all aspects of extracurricular work; Actively participate in educational research, sum up teaching experience, improve their teaching ability from all angles, and apply this teaching ability to practical teaching. It is also the basic requirement of quality education for teachers to make more remarkable achievements in teaching, for students to learn more knowledge and to lay a solid foundation for their further development.
4 Mathematics students' independent thinking ability
Establish an equal and harmonious relationship between teachers and students and create an environment in which students dare to think.
1. Teachers should have equal dialogue and communication with students. The premise is to trust and respect every student and see that they all have the potential to become useful people in some way. The teaching scene of Sun Shuangquan, a famous special-grade teacher, is very enlightening to us: "In teaching, he constantly encourages everyone:' Who will say, praise if you say it right, praise if you say it wrong, and praise your courage.' And the wrong interpretation of children is also a positive evaluation:' because of your mistakes, our whole class can be correct, and failure is the mother of success.' For the child's excellent answer, he did not hesitate to praise and praise the students:' You have a good eye for discovery. When the child is not confident enough to raise his hand, he encourages the students:' Raise your hand is a hero and a master!' With his encouragement, more and more students raised their hands. "In class, the students are all" red-faced, with glowing eyes, small hands held straight and their mouths always open ". What a relaxed and pleasant learning environment!
2. Teachers should be good at keenly discovering the "excitement" of students' thinking and lighting it in time. For example, if a student answers a wrong question, it is a good opportunity to ignite his thinking and must not be easily missed. First of all, we should encourage students to think independently and have the courage not to listen to other people's suggestions. Second, we must affirm the correct factors contained in it; Third, we should pay attention to developing students' mistakes into curriculum resources and find out the reasons for the mistakes with students. Fourth, we should guide students to find the correct answer through in-depth thinking. Another example is that the student is "uncertain" when answering questions, which means that his mind is in a confused state. The teacher should "give him a hand" at this time, but never give an answer directly.
Flexible and diverse teaching methods cultivate students' independent thinking ability
1, throw a brick to attract jade. The method of throwing bricks to attract jade is that in classroom teaching, the teacher focuses on the key points, throws clues and ideas, and then leaves some time for students to think about the essential characteristics of things. For example, when I talk about the simple application of series, I use simple interest and compound interest. I didn't tell the students how to do it, but explained the definitions of simple interest and compound interest, so that students could find out the solution to the problem through group discussion. In the whole process of solving problems, I am the guide, and the discussion, analysis and conclusion of the problems are completed by students, which not only increases students' knowledge, but also cultivates students' practical ability, communication ability and independent thinking ability.
2. Divergent thinking. The improvement of students' independent thinking ability is often manifested in divergent thinking. Divergent thinking is a way of thinking that is unconventional, seeking variation and seeking answers to questions from multiple angles and directions. It is fluent, flexible and independent. In teaching, we should give students full opportunities to think about problems, create some situations that can stimulate students' divergent thinking, guide students to understand things from multiple directions and angles, and form the habit of solving problems not only in one way, but also in one way. In practice, students can be trained by using open questions, "multiple solutions to one question" and "changeable questions".