A case study on the effectiveness of mathematics teaching in primary schools

I. Background analysis

"Mathematics Curriculum Standard" clearly points out that "the content of students' mathematics learning should be realistic, meaningful and challenging, which should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students' learning mathematics. It must be generated dynamically through presupposition, so that students can feel it themselves and then inspire students to accept it consciously.

Below, I would like to make some suggestions on exercise design through the following cases. Second, the practical goal:

Concepts can be understood and constructed through practice, and knowledge can be consolidated and internalized through practice. Through practice, skills can be skillfully formed. Mathematics practice class is mainly a teaching activity based on various exercises. However, rigid and repetitive exercises can only make students feel bored and even have a negative impact. How to improve the effectiveness of mathematics classroom exercise design is of greater urgency and wider practical significance for students to learn mathematics well. First of all, I think all kinds of exercises in practice class should be carefully designed, highlighting pertinence, interest and hierarchy. Let students learn mathematics with great interest, let different students learn different mathematics, and let every student develop and enjoy success. Third, the case:

For example, in the fifth grade, we just learned how to divide by decimal. This lesson is to let students use the law of quotient invariance to convert the division of divisor into the division of divisor into integer to calculate. I have arranged the following exercises:

1. According to the invariance of quotient, fill in the appropriate numbers in brackets.

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0. 12÷0.3=( )÷3

6.72÷0.28=( )÷28

0. 12÷0.03=( )÷3

0.672÷0.28=( )÷28

Let students compare according to the invariance of quotient, and start with relatively simple topics to arouse students' understanding of the invariance application of quotient.

2. Design some division calculation problems, first estimate and then calculate: 4.83÷0.7= 0.756÷ 1.8=

Ask students to estimate whether the quotient is greater than 1 or less than 1 before calculation. Through the comparison of calculation and estimation, train students to summarize the calculation methods of this kind of calculation problems and form a relatively complete understanding.

3. Then arrange two correction questions. Let students deepen their understanding of this kind of calculation problems through judgment, so as to cultivate the profoundness and sharpness of students' thinking.

4. Finally, let students solve two practical problems in life and expand their thinking problems. In this way, the relationship between depth, breadth and topic is comprehensively considered, and the appropriate difficulty, slope and density are reflected.

The design of mathematical exercises should be more flexible in form because of its huge number. In teaching, teachers should contact students' reality, design some novel, unique, enlightening and interesting exercises, and adopt the practice methods that students love to hear, so as to improve students' interest in learning and thus improve the effectiveness of classroom exercises. But flexible forms can only stimulate students' interest in learning from the senses, and the response to this stimulation can only be short-lived.

Therefore, it is necessary for students to keep a long-term concern for learning. It is necessary for students to keep quoting.

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Cognitive conflict. Then the exercises designed should not only be flexible and changeable in form, but also step by step, strengthen the internal relationship between exercises and constantly introduce students into his recent development area. At the same time, students in a class have different cognitive level and acceptance ability, and the speed and intensity of understanding ability are also different. Arranging progressive exercises at different levels can give different students a chance to succeed and get different development, so that all students can

Satisfied, please adopt.