Excellent thesis on primary school mathematics teaching 1: on how to teach primary school mathematics well
Mathematics has been regarded as the most rational subject since ancient times, and learning it well requires a clever brain and talent. Actually, it is not. For naive and romantic pupils, their ability to accept all kinds of cultural knowledge is quite equal. So how can we learn math well? I think the key lies in how to stimulate students' interest in learning mathematics. Through analysis, both the students' own factors and the influence of school and family environment on their own interests are directly related to teachers, as Deng Xiaoping once said. Whether a school can train qualified talents for socialist construction and whether it can train workers with all-round development in morality, intelligence, physique, society and culture depends on teachers. ? Similarly, the key to stimulate students' interest in learning lies in teachers. How to arouse students' enthusiasm in learning mathematics? What is the position of teachers in students' learning? The following is my humble opinion on teaching:
First, start from yourself and make students like you, so as to like your class.
As a teacher, we should improve ourselves from all aspects, such as the cultivation of teachers' morality and style, so that students can respect you from the heart, make friends with students in all aspects, and let students like you as much as they like the subjects you teach. Nowadays, when many teachers think about how to make students learn math well, they often consider how to stimulate students' interest and ignore their own quality requirements. If they are sloppy and outspoken, how can they make students like you, let alone your class? Students resist you from the beginning, even if you try to stimulate students' interest in learning, it's just? Shave and perm? .
Second, first of all, arouse interest and make students like your math class through game activities.
Interest is the best teacher for students and the driving force for intellectual development. A good beginning is half the battle? It is very important to induce students to have a strong thirst for knowledge from the beginning of the new lesson. Pleasant games can arouse students' sense of pleasure, arouse students' direct interest, and lead from unintentional attention to intentional attention to develop indirect interest. Therefore, teachers can choose to organize students to play math games according to the teaching content, so that all students can participate, which can quickly stimulate students' enthusiasm for learning. For example, in the study of double-digit addition and subtraction within 100, I let some students be salesmen and some students be customers, so that they can get pleasure from buying and selling, and even learn knowledge unconsciously.
Third, once again, we must design doubts and stimulate the spark of thinking. Seduction shows students' interest in learning.
? Learning begins with thinking, and thinking begins with the source? . Psychology believes that. Doubt is the most likely cause of inquiry reflection, from which thinking arises. For example, in my teaching, I often ask, what would you do if it were you? Through empathy, we can change the passive learning situation of students in the past, let students think in their own shoes, and let students produce? Doubt? . Thinking is the beginning of learning. Questioning makes students sprout their desire for knowledge. The students are eager to try and begin to explore new knowledge.
Fourth, by letting students do it? Quarrel? Ask questions in the debate, develop thinking ability and sublimate interest.
Learning mathematics is a hard and meticulous job. The direct interest in learning is not innate, but cultivated and sublimated by students in hard study and serious study activities. It is difficult for a student who is lazy to study and unwilling to think to be interested in mathematics. Therefore, in teaching, teachers should first create conditions for students to give full play to their talents, encourage students to question and ask difficult questions, and boldly express different views from teachers; Cultivating students' habit of thinking independently requires students to be diligent, good at thinking, enrich their imagination and develop their thinking. Only in this way can students' interest in learning mathematics be promoted. Secondly, organizing students' discussion in class is a good way to develop students' thinking ability and sublimate their interest. Therefore, teachers can organize students to discuss a problem in an open way by using discussion forms such as deskmate, group and class, so that the sparks of students' thinking can trigger each other, exchange their different views on the problem, and finally the teacher will summarize it. The purpose of using this method is to arouse higher interest and study some problems more deeply.
Finally, through praise and encouragement, students can experience happiness and prolong their interest in learning.
When students are interested, they should try their best to make it last. Because the interest of primary school students is neither stable nor lasting. A psychologist once said: As long as a person experiences the idea of success and the joy of victory once, he will inspire the idea and strength to pursue endless success. ? This endless idea and strength of success is also the source of students' interest. For students, a little encouragement, an affirmation and a praise from the teacher are all signs of his success, from which he can experience the joy of success. At this time, students' interest is like an inexhaustible source, which will be strong and lasting. To sum up, it is my little experience in teaching.
In short, in the process of mathematics teaching, students' interest in learning can be stimulated and improved as long as they carefully study the textbooks, grasp the students' learning mentality, use flexible and diverse teaching methods and carefully design various teaching links.
Excellent Papers on Primary Mathematics Teaching (Part Two): Research on Life-oriented Teaching of Primary Mathematics
Mathematics is life. Only by leading students into life and truly feeling the value of mathematics can students truly understand mathematics, so that they can love life and mathematics more since childhood.
Keywords: New Curriculum Standard of Mathematics Teaching: Life Interest
Confucius said: Knowing is not as good as being kind, and being kind is not as good as being happy. With the deepening of teaching reform, our mathematics classroom teaching has become more free and flexible, and students have always been actively learning mathematics in a happy state, which is indeed a gratifying change in our mathematics teaching reform. The famous mathematician Hua once said: As far as mathematics itself is concerned, it is magnificent, colorful and charming? Enthusiasm can open the door of thinking and develop intelligence and ability. The new Mathematics Curriculum Standard puts more emphasis on students grasping mathematical problems from life, exploring mathematical laws, actively using mathematical knowledge to analyze life phenomena and solve practical problems in life. In teaching, teachers should pay attention to abstract mathematical problems from students' life, start from students' existing life experience, dig up life materials that students are interested in, and show them to students in colorful forms.
Specifically, we can start from the following aspects:
First, the use of mathematical language in life, starting from life experience, to mobilize the classroom atmosphere.
Stuart, a math educator, once said that math teaching is also the teaching of math language. In the same class, students taught by different teachers have different degrees of acceptance, which mainly depends on the language level of teachers. Especially in mathematics classroom teaching, students should accept and understand boring and abstract mathematics knowledge, and teachers without high-quality language arts are incompetent. In view of this, it is an important means to guide students to understand and learn mathematics by combining their cognitive characteristics, hobbies and psychological characteristics. For example. Interest? In the teaching of a class, the teacher said: I have 10000 yuan at home for the time being, but it is not safe to leave cash at home. Please help the teacher to find a way to deal with the money better. There are many ways for students to answer and then take the opportunity to guide them. It is safer to choose savings. Before saving money, I also want to know something about saving money. Can anyone introduce me? The students scrambled to speak. Do you fully understand? Savings? After the benefits, the students took the initiative to introduce? Savings-related matters? I learned knowledge unconsciously and realized that life is closely related to mathematics.
Second, the creation of classroom teaching life situation
Psychological research shows that the closer the learning content is to children's life experience, the higher the students' conscious acceptance of knowledge. In classroom teaching, teachers should design mathematics activities according to students' familiar life situations and interesting things, so that students can immerse themselves in the situations and stimulate students to discover, explore and apply. Students will find that what was previously ignored actually contains such rich mathematics knowledge. For example, teachers can bring students' spring outing to teaching. The students went for a spring outing and competed for boating. There are seven boats in the park, and there are six people on each boat. As a result, 18 people were waiting on the shore. ? In class, let students make up their own questions and solve their own problems according to the situation. In this way, not only the subjects lacking the flavor of life in the teaching materials become vivid mathematical problems from life, but also students are encouraged to actively participate and explore.
Third, bring mathematical problems into life and feel the value of mathematics.
Most of the mathematics textbooks presented to students are abstract, rational and standardized mathematical models. If teachers can connect these abstract knowledge with life situations and guide students to experience the life background of the source of mathematical knowledge, students will feel that many mathematical problems are actually common problems in life. In this way, it not only concretizes abstract problems, stimulates students' enthusiasm for solving problems, but also makes students truly feel the embryonic form of mathematics in their lives, so that students can truly understand mathematics and feel that real life is a world full of mathematics, thus loving life and mathematics more. For example, in the class of "tree planting", teachers can show students some phenomena in life, such as roadside tree planting, children queuing, street lamps, etc., so that students can understand the meaning of interval. This not only enhances students' desire to explore, but also makes them realize that as long as they observe the broad life situation with a mathematical eye, they can find the mathematical laws contained in ordinary events. In teaching, let students design a tree planting scheme for their own campus, which can further help students realize that many things in real life have the same quantitative relationship with tree planting and realize the importance of mathematical modeling.
Fourth, apply mathematical knowledge to life.
Mathematics comes from life and ultimately serves life, especially primary school mathematics knowledge, and the prototype can be found in life. Teachers should teach students to apply what they have learned to life, and let them observe life from a mathematical perspective and solve practical problems in life. If you learn? Cuboid and cube volume? After understanding the relevant knowledge, let the students calculate the space size of the classroom and the volume of the school fountain, and design a shopping plan for family decoration; How was your study? Renminbi? After that, students can be guided to go shopping in the supermarket.
In a word, mathematics is life. Only by leading students into life and truly feeling the value of mathematics can we truly understand mathematics, thus loving life and mathematics more.
The third excellent paper on mathematics teaching in primary schools: how to improve effective thinking in class
Effective classroom teaching is to develop students' cognition and emotion through classroom teaching activities. In the process of primary school mathematics teaching, there are the following considerations about its effectiveness:
First, attach importance to the creation of situations and fully mobilize students' effective learning emotions.
It is very important to establish a good teacher-student relationship and mobilize effective learning emotions for maintaining students' interest and attention in learning. Mobilizing effective learning emotions can not only cultivate students' learning confidence and arouse their learning initiative, but also effectively improve the effectiveness of classroom teaching.
When creating situations, we should pay attention to the following points:
1, situation creation should have a clear purpose.
Each class has certain teaching tasks. The creation of situations should be conducive to students' mathematics learning and the development of their cognitive skills, mathematical thinking, emotional attitudes and values. Therefore, in teaching, we should not only create situations closely around the teaching objectives, but also give full play to the role of situations and guide students to use mathematical language to extract mathematical problems from situations in time. If there is a problem,
The questions raised should be specific, clear, innovative and enlightening, not general, such as? What did you find? Wait for questions. ?
2. The teaching situation should have a certain flavor of the times.
As teachers, we should treat students with a dynamic and developing vision. In today's information society, students can get a lot of information through various channels, and the situation created by teachers should also have the flavor of the times, so that they can learn to care about society and the development of the country. For example, the application of teaching percentage,
It created a successful situation for China to bid for the Olympic Games in Beijing: the second round of statistical maps (Beijing 56 votes, Toronto 22 votes, Paris 18 votes, Istanbul 9 votes) were displayed, and students were asked to ask questions and solve problems according to the percentage knowledge of statistical maps. ?
The content and form of the situation should be designed according to the students' life experience and age characteristics?
There are many kinds of teaching situations, such as problem situations, story situations, activity situations, experimental situations, competition situations and so on. The creation of situations should follow the psychological characteristics and cognitive rules of children of different ages, and be designed according to students' actual life experience. For children in lower, middle and higher grades, situations can be created by telling stories, playing games, and visually demonstrating. For senior students, we should create problem situations that are conducive to students' autonomous learning and cooperative communication, and attract students with the charm of numbers themselves. ?
Second, deepen teaching materials to ensure the effectiveness of knowledge. The effectiveness of knowledge is a very important condition to ensure the effectiveness of classroom teaching. For students, the effectiveness of imparting knowledge refers to new ideas, new materials, things they don't know and things that are useful after learning. Whether the teaching content is effective or not is related to the nature of knowledge and the state of students. First, the growth of students' knowledge depends on the amount of effective knowledge. The growth of students' knowledge in teaching is the key to the success of teaching. Second, the development of students' wisdom depends on the amount of effective knowledge. Development is the main task of teaching. Knowledge is not wisdom, but knowledge transfer is wisdom. Not all the knowledge in the individual's total knowledge has the same fluidity, but the internalized and skilled knowledge can be extracted and used flexibly at any time. This part of knowledge is called effective knowledge in the total knowledge of individuals and is a symbol of wisdom. Third, the improvement of students' thinking depends on the amount of effective knowledge. This kind of knowledge refers to effective knowledge, which is acquired by students in teaching, comprehensive, thoughtful and really beneficial. Fourthly, the psychological effect of teaching depends on the amount of effective knowledge. Only by having a pleasant psychological effect on the acquisition of knowledge can it become the driving force and catalyst of activities.
Third, explore an effective learning process.
The core of classroom teaching is to mobilize all students to actively participate in the whole learning process, so that students can learn independently and develop harmoniously. Whether the learning process is effective is the key to the effectiveness of classroom teaching. Students are the main body of learning, but we also have to admit that the growing pupils are immature learning subjects. Due to the limitation of age, experience, knowledge and ability, their ability to ask and analyze questions is limited after all. Therefore, only by giving full play to the role of teachers as organizers, guides and leaders can students' subjectivity and initiative be brought into play and students learn to learn. Especially in students' difficulties, differences of opinion, or generalization of knowledge and methods, timely guidance should be given. An effective learning process can also be achieved through games. The attention of primary school students is unintentionally dominated, especially in the lower grades, which often shows the interest and energy requirements of preschool children. They can play for hours, but they can't sit still for a long time. New curriculum requirements? For every student, especially those with differences? . Therefore, in view of the differences, we can implement the hierarchical teaching strategy, make full use of students' potential to implement the hierarchical teaching process, let students think independently, show their individuality, and let every student develop. Make mathematics classroom teaching real and effective.
Fourth, create an effective life situation in connection with the reality of life.
Creating an effective life situation is an important condition to improve the effectiveness of classroom teaching. "Mathematics Curriculum Standard" points out:? Starting from the familiar life scene and fairy tale world, try to choose the math problems that students are interested in, stimulate students' interest and motivation in learning, and let them feel the close relationship between mathematics and daily life. ? In mathematics teaching, teachers should seize the opportunity to create learning scenarios that are closely related to students' living environment and knowledge background, so that students can appreciate the fun of mathematics, generate the need for learning, stimulate the enthusiasm for exploring new knowledge, and actively and effectively participate in learning. When creating life teaching situations, we should choose realistic life situations. Teachers can directly select familiar daily life situations provided by students in textbooks for processing, or they can create real life materials that students are interested in as classroom situations. Second, we should build an open life situation. Teachers should extend and expand the knowledge in the classroom, turn the learning process of abstract knowledge into a practical and open learning process, guide students to find problems, make bold guesses, and constantly form, accumulate and expand new mathematical life experiences. We should create diversified life situations.
Through the understanding of students' life and interests, the teaching content is reprocessed and re-integrated, and the life situation is recreated. Really realize the introduction of the class? Life? The introduction of teaching seems to be a beautiful movement? Overture? ; Example teaching? Life? Example teaching is the main theme of beautiful music; Knowledge application? Life? The ability to comprehensively apply knowledge looks beautiful? Symphony? .
Production and life are actually the origin and destination of mathematics. During this period, a large number of materials are available for students to use in mathematics classes.
We should be conscientious, constantly provide students with life materials and let life enter the classroom. Really do words? Static electricity Mathematics into life? Dynamic? Mathematics makes students feel that mathematics is not learned for nothing, and it can be used immediately after learning it. This is real. This kind of classroom teaching is effective.
Fifth, pay attention to teaching reflection and improve the quality of classroom teaching.
Remember someone said that? There is no definite method for teaching, and teaching is a regrettable art? . Because our teacher is not a saint, a class will not be perfect. Therefore, we should conduct in-depth analysis and reflection every time we attend class, and presuppose that every teaching link is in line with reality, students' learning situation,
Carefully sum up the situation of regulation and control, classroom generation, etc., and find out the regular things, which are continuous? Reflection? Learn from it. The main contents of our reflection are: thinking process, problem-solving thinking, analysis process, operation process, language expression, teaching thinking method and so on. In order to promote the quality of classroom teaching, the teaching effect will be better.
As a purposeful cognitive activity, the effectiveness of teaching is the goal pursued by all teachers. No matter how far the curriculum reform goes, effective classroom? It's us