First of all, the content of the exercise is scientific.
The content of mathematical exercises should be realistic, meaningful and challenging, which is convenient for students to observe, experiment, guess, reason and communicate. Therefore, it is necessary to create rich learning situations, pay attention to the learning process of students' experience, experience and exploration, and highlight the interest, life, hierarchy, typicality and openness of practice.
1, highlighting the fun of practice. Bruner once said: "The best stimulation of learning is to be interested in what you have learned." This is especially true for primary school students to learn mathematics. They often start from the mathematics life they are interested in, from interest to exploration, and succeed through experience. Generate new interest in successful experience, thus continuously promoting the continuous progress of mathematics learning.
2. Experience the life of spiritual practice. The Curriculum Standard for Primary Mathematics points out: "Mathematics learning should start from students' existing life experience and let students experience the process of abstracting mathematical problems into mathematical models and explaining and applying them". Therefore, the design of exercises must embody "life", so that students can experience the mathematics learning process of "life-mathematics-life", that is, starting from the mathematical phenomena in life, abstract mathematical knowledge, and finally use mathematical knowledge to solve practical problems in life.
3. Pay attention to the level of practice. Design exercises should be geared to all students, meet the needs of students at different levels, make students at all learning levels have the possibility of success and increase their interest in learning. According to the order and structure design of knowledge, different types and levels of exercises are arranged, from basic exercises of imitation to improved variant exercises, to comprehensive exercises and thinking expansion exercises. The basic questions of consolidating and applying new knowledge are properly matched with comprehensive questions and thinking questions of comprehensive application of knowledge, from shallow to deep, from easy to difficult, reflecting hierarchy.
4. Emphasize the typicality of practice. Classroom exercises must be carefully designed according to the differences in teaching content and students' learning level. When designing exercises, teachers must pay attention to the exercises that can highlight the most important and difficult points in teaching. The number of exercises can be less, but it is necessary to ensure that there is a logical connection between each exercise, but the form cannot be the same, so as to avoid repeating exercises. Attention should be paid to taking out the most error-prone questions among students to practice. By commenting on students' wrong exercises, we can deepen students' understanding of knowledge and strengthen their cognitive structure. When practicing, students can choose a topic that suits them and do it step by step.
5. Highlight the openness of practice. The traditional design of mathematical exercises focuses on the uniqueness of answers, which limits students' thinking. In the long run, students are stylized in thinking, single in solving problems, and have no sense of innovation. Therefore, classroom practice must pay attention to "openness", making the process of practice open and the result of practice open, which is more challenging.
Second, there are various forms of practice.
Mathematics practice in primary schools should change students' passive and single practice methods, advocate diversified practice methods, make students become masters of practice, make students' subjective consciousness, initiative and creativity develop continuously, and cultivate students' innovative consciousness and practical ability. Mathematics exercises in primary schools generally include oral exercises, written exercises, game exercises, competition exercises and hands-on exercises. By adopting various forms and organizing various exercises from different angles and sides, we can achieve the purpose of flexibly using knowledge, inspiring students' thinking, cultivating students' ability and improving their quality. Under the same practice form, teachers can also carry out targeted exercises around the teaching focus.
Third, the arrangement of exercises is reasonable.
The arrangement of exercises should be scientific and reasonable, not mechanical repetition exercises, nor class exercises, nor simple knowledge accumulation. In classroom teaching, we should always run practice through the whole teaching process, reasonably arrange the quantity and degree of practice, and improve the effectiveness of practice.
1, the practice time is scientific and reasonable. Practice is generally based on classroom practice. Therefore, it is necessary to optimize classroom teaching and reduce students' excessive learning burden. In class, we should set aside more time for students to practice, and the time of each practice should not be too long, the weight should not be too heavy, and timely evaluation, so that the practice can receive better results.
2. Moderately practice "point-to-surface combination". The traditional practice is that teachers concentrate on practicing after the new curriculum, while the practice under the guidance of the new curriculum theory should be "practice as the main line and point-to-point combination", that is, after learning a knowledge point, appropriate exercises (point-to-point exercises) should be arranged to consolidate the content of this knowledge point, and then comprehensive exercises (point-to-point exercises) should be concentrated on each knowledge point after learning the content of this lesson. Finally, arrange appropriate open exercises. This will help to highlight the key points of teaching, reduce the difficulty of teaching, and conform to the law of knowledge formation and students' cognitive law. Students' practice in this way is conducive to the mastery of knowledge, the formation of skills and the steady improvement of teaching quality.
① Basic training. The main purpose of arranging this step is to improve students' ability to use laws, properties and formulas to perform basic calculations and solve problems through training. Because the cultivation of basic ability cannot be achieved overnight, it must be implemented in every class in a planned and purposeful way, and it can only be mastered skillfully by persisting in long-term training; Second, through the training of the old knowledge and skills closely related to the new knowledge in this class, we can pave the way for learning new knowledge, lay a foundation, connect the past with the future, facilitate the transfer of knowledge and skills, and learn new things through reviewing the past. In addition, basic training can be carried out immediately at the beginning of class, which can concentrate students' attention and play a role in organizing teaching.
② Try to practice. This is an exercise after students have just learned new knowledge. Its purpose is to let students "try" to verify and consolidate what they have learned, understand and digest it in class, and initially turn knowledge into skills. At the same time, through practice, students' understanding and mastery of teaching materials can be known in time. If students master it well, they should strengthen it in time; If it is found that students do not understand or have mistakes in understanding, they should take timely measures to remedy them.
③ Comprehensive exercises. Comprehensive exercises can deepen the understanding of what you have learned and improve your ability to use knowledge comprehensively. They are questions of comparative exercises and different solutions, and can also be questions of comprehensive application of knowledge. Contrast questions are similar in shape but different in quality, so that students can better understand the quantitative relationship in contrast middle school and speculative middle school, promote the meticulous thinking and cultivate a serious and meticulous learning attitude.
④ Open exercises. Consciously design some open questions that can broaden students' thinking, help students explore different problem-solving strategies independently, or design some redundant conditions with different answers. It is beneficial for students of different levels to develop divergent thinking, be brave in innovation, and cultivate students' reasoning ability and innovative consciousness.
⑤ Class assignments. The main purposes of arranging this teaching stage are: first, to enable students to further understand and consolidate new knowledge and improve learning efficiency; The second is to fully understand the students' understanding and mastery of new knowledge, check for leaks and fill vacancies, and focus on counseling poor students; Thirdly, it can reduce students' homework burden and promote their all-round development. Classroom assignments should not be "one size fits all". There should be a sufficient number of basic exercises and a certain number of comprehensive and thinking questions, so that students of different levels can improve their cognitive level through this stage of learning.
Practice has proved that whether it is guiding students to review old knowledge, preparing for knowledge transfer, or introducing new courses, so that students can understand new knowledge, master basic methods, cultivate their thinking ability, and even systematically sort out and improve their comprehensive application ability, they are generally combined with practice. Students can gradually internalize the acquired knowledge through practice, so that the basic knowledge and skills can be gradually stabilized and transformed over time to form intelligence. In the process of practice, we can also cultivate students' independent thinking and courage to overcome difficulties. Therefore, designing classroom exercises is an important link in primary school mathematics teaching. We must organize and design well, so that math classroom teaching can get twice the result with half the effort!