Efficient classroom teaching methods of primary school mathematics
Realize the phased learning of primary school mathematics
Because each student's math level is different and uneven, the teacher should take care of most students as much as possible so that every student can get the teacher's attention. When necessary, students can be divided into study groups according to their mathematics learning level, so that students can help each other internally, and a discussion session can be set up in class to help students solve their own problems in cooperation. In addition, the plan design and homework can also be different. Students with poor foundation only need to complete the basic problems on the plan, and students with good foundation can continue to complete the extended problems. Hierarchical and phased teaching can not only make each student have a deep understanding of his own ability, but also improve the effectiveness of classroom teaching.
Efficient classroom teaching methods of primary school mathematics
Guide students to preview before class.
Through pre-class preparation, students can have a general understanding of what they will learn and achieve better results in classroom learning. In order to improve students' preview ability, we must first master scientific preview methods. Secondly, we should constantly cultivate students' self-study ability and level, let them learn to think and explore independently, and cultivate their curiosity and interest in new knowledge. Finally, the cultivation of preview ability lies in persistence. Only by persisting day after day can preview be regarded as a habit. Primary school students' autonomous preview ability is still lacking, and teachers' help and guidance are still needed in the preview process. For example, the next day, the teacher will talk about the typical exercises of chickens and rabbits in the same cage. The teacher can give students preview tasks the day before, so that students can straighten out their thinking according to the examples and do ten more questions of the same type. The next day, I exchanged views with the group members before class, which laid the foundation for the teacher's classroom teaching.
Make full use of modern science and technology
With the continuous development of information technology and China's economic level, most primary schools are equipped with multimedia teaching facilities. Teachers should make full use of modern multimedia teaching equipment in classroom teaching to improve classroom teaching efficiency and achieve the goal of efficient classroom teaching. Efficient classroom can not only make teachers get twice the result with half the effort, but also make students have a strong interest and enthusiasm in learning. For example, in the traditional elementary school math class, when the teacher explains geometry, he can only show you one side of solid geometry on the blackboard. This method has great limitations. The plane graphics on the blackboard are not intuitive enough, but multimedia teaching can make students feel the three-dimensional space intuitively. Therefore, teachers should make full use of multimedia teaching to improve the interest of the classroom.
Clear goals and create situations.
The classroom teaching situation of primary school mathematics refers to the emotional atmosphere and life situation carefully designed by teachers in the process of classroom teaching in order to achieve the teaching objectives according to the teaching content. Let the classroom come alive, guide students to feel mathematics in life situations, and experience the true meaning of mathematics from life, so that students can accept mathematics more easily, like mathematics, understand and master mathematics knowledge more deeply, stimulate students' interest in learning mathematics, and let each student get different development in mathematics learning.
For example, in the teaching of comparative significance, I designed the following teaching activities: first, the teacher showed the students 10 rectangles of different sizes and shapes, and asked the students to choose the one they thought was the most beautiful. Results Most students chose the same two rectangles (the aspect ratio of these two rectangles is the "golden ratio"). Just when the students were puzzled by their coincidence, I lost no time in introducing the following mathematical allusions: As early as 65,438+0,000 years ago, German psychologist Fechner did such an experiment at a friend's party. The result of the choice is strikingly similar to that of the students. At this time, the students have the following questions: What causes these rectangles to be considered the most beautiful? What kind of mystery is involved? So, I took the opportunity to introduce: Then let's walk into the world of "competition" with these doubts.
Make bold innovations according to the characteristics.
In primary school mathematics classroom teaching, we must grasp the characteristics of primary school students' age, psychological characteristics and the characteristics of mathematics subjects, try our best to adopt various teaching methods and adopt some new teaching methods suitable for primary school mathematics teaching, so as to achieve the alternation of old and new, the combination of static and dynamic, and truly give play to students' various sensory functions. By listening, speaking, watching, moving, doing and learning, we can make education entertaining and truly stimulate students' interest in learning, and form a good situation in which everyone uses their brains and takes the initiative.
For example, when teaching the formula of pi in the next semester of grade five, in order to let students understand the meaning of pi, teachers can ask students to measure the diameter and circumference of a circle with their own tools prepared in advance, and then calculate pi by themselves, thus guiding students to measure and calculate circles of different sizes in this way, and finally let students draw their own conclusions that pi is always greater than 3 times, which is called pi. The whole learning process of students is a conscious process. In this process, students skillfully use their hands and brains to solve their own problems. Under the guidance of teachers, students can not only understand this knowledge point, but also improve their interest in learning mathematics.
Effective teaching skills of primary school mathematics
Create an effective learning atmosphere
Pupils are in the primary stage of accumulating knowledge, and they are very curious and eager to learn. Teachers should make full use of this, create an effective learning atmosphere, guide students correctly, and improve students' interest and enthusiasm in learning mathematics. Therefore, teachers need to strengthen the connection between knowledge and real life when designing courses, draw out the knowledge points of learning with life examples, and finally let knowledge return to life, so as to truly apply what they have learned. Mathematics is a science closely related to life. Pupils live in a limited time and space, but they already know the basic life. In order to improve the effectiveness of students' learning mathematics, we can introduce life into teaching, use life fragments and problems to start learning mathematics, and actively guide primary school students to use their brains and think positively. Teachers should be good at using life to guide students' learning, closely link mathematics knowledge with real life, ask questions to students and create for them.
For example, when learning the lesson "hours, minutes and seconds", time itself is closely related to life. Pupils have a preliminary concept of time from the day they go to school. Teachers can make use of the psychological characteristics of primary school students, guide them to study actively, and ask students questions in life before the lecture: students, please answer the teacher's questions according to your actual life. What time do you get up every morning? How many minutes did you spend eating and washing, when did you leave home, and how many hours and minutes did you spend at school? After listening to these questions that are experienced almost every day, students will immediately devote themselves to memory and thinking, and then answer the teacher's questions separately. After the students say their different hours and minutes, the teacher can take this opportunity to continue asking questions: So now that you know the preliminary knowledge of time, do you know how to convert time units? Do you want to know the calculation of time? The excitement generated by the students in the previous questions still exists, and they will immediately answer with one voice: Yes-at this time, the teacher can immediately start explaining the new lesson, so that students can enter the ocean of knowledge with excitement and fun.
Efficient classroom teaching methods of primary school mathematics
Preparation before teaching, using advanced technology.
With the more and more extensive application of network technology, primary school mathematics teaching has gradually begun to use multimedia to realize teaching. The network provides teachers with various and multi-angle preparation plans before class. Drawing lessons from excellent teaching plans can attract students' attention, and animated pictures can make students more focused and actively cooperate, so as to achieve twice the result with half the effort.
For example, teachers can search for courseware related to "Preliminary Understanding of Fractions" through the Internet when preparing lessons in the classroom where teachers teach fractional knowledge. For example, the example of four people splitting peaches in The Journey to the West can attract students well, and students can intuitively understand the performance of half the scores by combining the pictures of splitting peaches in the case. Before teaching, the teacher sets related small questions, such as answering "How to share a peach between two people" after watching the played pictures, so that students are more willing to study with questions. However, online teaching also has some minor shortcomings. Not all policies in the network are suitable for easy reference. Some examples need teachers to improve according to the actual teaching situation. For example, some words in the network may not be naive enough, and teachers need to modify them in their own language until they know that they are suitable for their students. Only in this way can these advanced technologies of multimedia really be used by me.
Classroom teaching methods of primary school mathematics
Happy learning method-teaching through fun
Interest is the best teacher. Happy learning is the purpose of learning. Mathematical knowledge itself tends to be boring and abstract, and the application of happy learning is particularly important. Happy learning puts the fun of learning in teaching, making teaching and learning enjoyable. For example, the title of "rabbits in the same cage" is: "For the first 45, use 1 16 to find the geometry of chickens and rabbits?" After mental arithmetic and written arithmetic, the students' faces are still reluctant. At this time, the teacher ordered: "All rabbits stand up! Lift the first two feet! " The students laughed heartily. The problem of "rabbits in the same cage" is to learn and understand easily in happy teaching.
Generally speaking, situational teaching method creates situations and stimulates interest; Practical operation, hands-on operation and inquiry learning; Thinking divergence method, pioneering thinking, problem guidance; Life link method, combined with practice, apply what you have learned; Happy learning, happy teaching, entertaining and other optimization methods of primary school mathematics classroom teaching are the optimization methods of primary school mathematics classroom teaching methods, which not only help to enhance students' interest in learning, but also help to improve learning efficiency; It not only conforms to the purpose of the new curriculum standard, but also conforms to the law of students' development and growth. It is an effective classroom teaching method for primary school mathematics.
Practical operation method-hands-on operation and inquiry learning
The practical operation method is to introduce abstract mathematical knowledge into visualization and interest through practical operation, combined with action drills, exploration and cooperative in-depth learning. According to the law of memorizing knowledge, the knowledge gained by hands-on operation is the least easy to forget. Therefore, the knowledge gained by hands-on operation is not only conducive to long-term consolidation, but also conducive to strengthening understanding. Practice can not only inform the operation of relevant knowledge equipment, but also impart relevant knowledge through the operation of students' life cases in real life, which conforms to the law of knowledge mastery and the internalization way of learning.
For example, when learning the knowledge of calculating the volume of rectangles and squares, students can explore and think about how this cuboid is laid out and how to calculate its volume in the arrangement of several cubes in 1 cubic centimeter. Under the guidance of thinking, put out various cuboid shapes through practical operation, and then think about what are the influencing factors of cuboid? In what ways do cuboids with different cubic numbers affect their volume? In practical operation and questioning thinking, the calculation method of cuboid is deduced, that is, mathematical knowledge is internalized in students' hands-on operation.
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