Strategies for classroom management of primary school mathematics 1. Reasonable determination of classroom management objectives.
The premise of effective management of primary school mathematics classroom is to make reasonable classroom management objectives. The management goal of primary school mathematics classroom is not single, but multi-dimensional. The goal of classroom management needs to correspond to three basic teaching goals, namely, the knowledge goal, the ability goal and the emotional goal of mathematics learning. Knowledge goal is the knowledge that students should master through classroom learning, such as experience knowledge, law knowledge and principle knowledge. Ability goal is the learning strategies, methods and skills that students should master through classroom learning;
Emotional goal is the attitude, emotion and values that students should form through classroom science. The area of the circle? Teachers first need to let students master the knowledge points such as the diameter and radius of a circle, then guide students to master the formula for calculating the area, and then encourage students to use the knowledge and skills they have learned to solve the problem of calculating the area of a circle in daily life.
Teaching management needs to integrate these three objectives to ensure that teaching activities can always be carried out around these three objectives. After determining the overall goal of classroom management, teachers should refine the goal of classroom management and set the teaching management goal flexibly according to students' interests. When setting sub-goals, teachers should pay as much attention as possible to inspire, awaken, motivate or mobilize students' motivation for classroom participation. Teachers and students can jointly set classroom management goals and create a harmonious classroom atmosphere.
Second, adopt appropriate guidance methods.
Teachers are the implementers of effective classroom management, and their correct guidance plays a key role in achieving the goal of effective classroom management. Teachers should create more opportunities for students to participate in classroom activities, stimulate students' interest in learning, and guide students to understand and master mathematics knowledge, methods, ideas and skills in cooperative exchanges and independent exploration. In primary school math class, if students are compared to cars, then teachers are? Road signs? 、? Road lead? The teacher's duty is to introduce students correctly? Highway? Stop students from leaving? Fork? In order to implement effective guidance strategies, teachers need to know students deeply, master their current learning situation, determine the starting point of students' exploration, and thus determine their recent development fields.
Teachers need to guide students to think about mathematics and refine mathematics learning methods in the teaching process; It is necessary to organize the knowledge structure of classroom teaching, guide students to construct their own knowledge structure reasonably and promote the effective internalization of new knowledge; Group learning, cooperative learning and inquiry learning are needed to guide students to communicate with each other, promote each other and make progress together.
Third, the implementation of cooperative learning management
Classroom cooperative learning is widely used in primary school mathematics teaching. The basis of implementing cooperative learning management is reasonable grouping. Teachers need to divide students into several study groups according to their hobbies, knowledge level, ability and personality. When grouping, we can consider putting students with poor personality content, self-confidence and foundation into groups with good grades and patience, so that excellent students can drive ordinary students. After grouping, you need to choose a good group leader to share the teacher's classroom management.
In group cooperative learning, teachers should let go, but they can't. Teachers can't interfere with students' thinking, but they can't stand by. It is necessary to guide students to master the skills of acquiring knowledge, rather than instilling knowledge blindly. In cooperative learning, teachers should strive to create an equal and democratic psychological environment, a mutual aid environment of trust and respect, a rich and sufficient space-time environment and a sincere and sincere incentive environment. According to the classroom teaching plan, the cooperative learning task is arranged reasonably, so that classroom activities can live in disorder.
For example, in the professor? Calculation of the circumference of a circle? The teacher can divide the students into groups of four, first guide them to measure the diameter and circumference of a circle with a string, a ruler and a disk, and then let the students discuss in groups? What is the relationship between the diameter and circumference of a circle? ,? Formula for calculating the circumference of a circle? At this time, teachers should pay attention to strengthening the guidance of group cooperation, guide students to listen to the speeches of group members, pay attention to communication and discussion, and dare to express their ideas and opinions; Students should be guided to make reasonable induction.
Fourthly, optimize the evaluation system of classroom management.
Effective classroom management is inseparable from diversified evaluation system. Diversified evaluation is a comprehensive evaluation of students' knowledge, skills, methods, processes, attitudes and emotions, which can evaluate students more systematically and comprehensively and give full play to the promotion of evaluation. By adopting diversified evaluation, the focus of evaluation is shifted from mastering learning knowledge to learning participation state, emotional state and ability improvement, which effectively grasps the change and development process of students in mathematics classroom teaching. Diversified evaluation not only pays attention to conclusions, but also teachers should pay attention to the application of evaluation methods, cultivate students' habit of listening attentively, and promote students to listen carefully.
In short, the realization of primary school mathematics teaching objectives needs to be based on effective classroom management. In daily teaching, primary school mathematics teachers can comprehensively use classroom management strategies such as reasonably determining classroom management objectives, adopting appropriate guidance methods, implementing cooperative learning management and optimizing classroom management evaluation system to regulate students' classroom behavior, give full play to students' subjective role, promote the effective development of classroom teaching activities, and then ensure the realization of mathematics teaching objectives.