Five-step teaching method of primary school mathematics classroom teaching: the first step: wonderful introduction
It refers to arousing emotions and interests. Teachers are required to be full of emotion and passion and be good at building a bridge of emotional communication between teachers and students; Secondly, we should actively use modern educational technology and means to create scenes that millions of students like to hear and hear, which will greatly stimulate students' interest in knowledge, so as to guide them to contact new knowledge or enter a good learning state, and let students start their learning tasks in an excited mood. This link will play the role of letting students enter the active role. How to stimulate the introduction of interest? In the past, we used to start classes like this: Students, what we learned yesterday, what we continue to learn in this class today. ? Simple and clear, straight to the point. The context of knowledge, the charm of mathematics itself, the age characteristics of students and the psychological needs of students have all been ignored. This heartless and cold introduction mode makes students have no interest at all. Nowadays, many teachers mechanically copy the theme pictures in textbooks, thinking that this is creating a scene, but the effect often makes teachers lose their glasses, and it is still difficult for students to enter the learning state. Mathematics situation is an environment for students to master knowledge, form ability and develop psychological quality, and it is a bridge between real life and mathematics learning, concrete problems and abstract concepts. Because only in various beneficial environments can we stimulate the enthusiasm of students' thinking and stimulate their gradually formed knowledge, experience, strategy, pattern, feelings, interests and even impulses. So I am? Exciting? Write an article about two words. There are many ways to create situations, such as telling stories, playing games, connecting with life, reviewing old knowledge, hanging topics and so on. But it is best if students like it and combine it with real life. It is necessary to introduce new knowledge skillfully and combine the previous excitement well. Based on our usual experiments, there are mainly the following strategies: 1, creating problem situations and causing suspense. 2. Create interesting scenes to stimulate curiosity. 3. Create operating situations to stimulate learning enthusiasm. 4. Create life situations and guide students to enter the learning state. 5. Create a story situation and enter the role. 6, create a competitive situation, active thinking. 7. Creation? Obstacle situation intensifies understanding conflict. 8. Create a guessing scene to stimulate learning enthusiasm.
Five-step teaching method in primary school mathematics classroom teaching Step 2: Ask questions.
Asking questions is sometimes more important and innovative than solving them. Not only in the process of solving problems, but also after solving them. Therefore, in teaching, it is also the first problem for teachers to let students learn to ask questions, and teachers should strengthen students' mastery of strategic knowledge. A good question should have the following characteristics: (1) meaningful or practical; (2) exploratory; (3) The question may have no solution or the answer may not be unique; (4) Interesting and challenging, which can stimulate students' interest; (5) concise and easy to understand; (6) The difficulty is moderate. So, how to cultivate students' questioning ability? (1) in knowledge? Cause and effect? Look up; (2) in knowledge? How's it going? Look up; (3) in knowledge? Why? Look for it. In classroom teaching, teachers should be good at grasping the teaching content, create problem situations by using the characteristics of the teaching content of this lesson, trigger the intrinsic motivation of primary school students, and thus stimulate their problem consciousness. Teachers should pay attention to teaching design, take the excavation of mathematical problems that can be raised in teaching content as the basic starting point of teaching, constantly encourage students to use the existing cognitive structure to find problems, have the impulse to ask questions, and stimulate students' problem consciousness.
Five-step teaching method in primary school mathematics classroom teaching: the third step: reflection on cooperative learning evaluation
It means to let students try group learning and cooperative learning, reflect on themselves, the group learning and the teachers' teaching after learning, and then make simple self-evaluation and mutual evaluation. So as to promote the emotional communication between teachers and students, embody democracy, and constantly optimize the relationship between teachers and students to make it harmonious. How to make teachers and students the best partners in this link? 1, students reflect. (1) Guide students to reflect on the learning knowledge of this lesson, sublimate their knowledge in reflection, enhance their migration ability and enjoy the happiness of learning. (2) Guide students to reflect on the problem-solving process, so that students can refine their methods and learn to learn. (3) Guide students to reflect on the mistakes in the learning process of this lesson, correct the understanding deviation of basic knowledge, basic concepts and basic mathematical ideas, and improve students' reflective ability. (4) Guide students to reflect on their learning attitude in the learning process of this lesson, so that students can learn self-evaluation and self-appreciation, stimulate students' internal drive, improve their learning confidence and increase their learning motivation. 2. Teachers' own teaching reflection. Just like showing a movie, you can play back all aspects of teaching, feel the fun brought by classroom teaching and students' wonderful performances, and reflect on your own teaching behavior and the success or failure of teaching methods. (1) Listen to students' comments on themselves, peers, groups or teachers, and listen to students' suggestions with an open mind. (2) Pay attention to the timely and simple feedback of students' various evaluations, so that students can truly integrate into the management of teachers. 3. The way of classroom evaluation (1) Teachers evaluate students. Evaluation is oriented, stimulating, open and developmental. Teachers still have the right to evaluate, but teachers should evaluate students' learning results and learning process; Knowledge should be evaluated, as should thinking, ability, emotion and development. For example, praise and encourage outstanding individuals and groups appropriately, and put forward suggestions for improvement. However, it must be changed from the previous ruling mode to the incentive mode in the six-step teaching (2) Students evaluate students. Besides teachers can evaluate students, students should also learn to evaluate themselves and each other. Evaluation should find out the advantages of others, give full play to the incentive function of evaluation, and let everyone learn from each other and improve together. (3) Students evaluate teachers. In fact, students can also evaluate teachers, which is more conducive to a harmonious relationship between teachers and students, eliminating psychological barriers between teachers and students, and narrowing the psychological distance between teachers and students, thus creating a more relaxed and harmonious teaching environment.
Five-step teaching method of primary school mathematics classroom teaching step 4: exploration and display
It means that teachers and students carefully create inquiry questions, put forward specific and effective group evaluation requirements, let students explore knowledge and solve problems independently, and then report their learning results to the whole class. Through this form to optimize the teaching process, improve students' courage, enhance their learning confidence, and play the role of mutual learning. This link is the core of the five-step teaching method and the key to the success or failure of a class, which fully embodies the important process of effective learning through student-student interaction and teacher-student interaction. Put forward your own questions and different opinions on the study of new knowledge, summarize the knowledge through the communication between students, teachers and students, and the teacher gives guidance and emphasizes the key points and difficulties to form a knowledge structure. This link can play the role of finishing touch. How to explore and show? (1) Let students know the tasks and requirements of inquiry. Before carrying out group cooperative inquiry, teachers should make clear the guidance of learning methods and the requirements for group inquiry: competition time, division of inquiry, effect requirements and competition result reward. In this link, teachers should combine the actual guidance of students in their own classes, so that a good learning atmosphere in the process of four-person group inquiry can form a habit. (2) Choose the opportunity of cooperative learning appropriately. Before group cooperative learning, teachers must give students time to think independently. After the question is put forward, students may think for a period of time, or have trouble thinking, or have different answers. This is the best time to carry out cooperative learning in groups. Don't let them cooperate in groups as soon as they raise questions. (3) In the process of inquiry, teachers should first fully listen to students' opinions. Teachers should attach importance to students' own understanding of various phenomena (students' personal knowledge), first listen to their current ideas, gain insight into the origin of their ideas, encourage students to communicate and question each other, and understand each other's ideas, thus guiding students to enrich and adjust their understanding. (4) In the process of inquiry, we should emphasize the cooperation and communication between students (mutual listening among students). In the process of inquiry, students' cooperation, explanation and various coordinated attempts are needed. The practice and experience of cooperative communication can help children learn the art of discussing (not arguing) according to certain rules, and learn to communicate with others accurately: explain their ideas to others, listen to others' ideas, be kind to criticism to examine their views, gain a more correct understanding, learn to accept, appreciate, share and help each other, and so on.
Five-step teaching method in primary school mathematics classroom teaching Step 5: Practice and improve.
It refers to testing students' learning effect through the most basic exercises, comprehensive exercises and mathematical problems in life, and designing one or two inquiry questions or open questions in combination with relevant contents to improve students' thinking level and let students who have the spare capacity for learning have enough to eat. This link can effectively check the teaching quality of a class. Classroom practice is a comprehensive link, but its main purpose is to test students' knowledge through practice and measure whether the teaching objectives are achieved. So the topic we designed can be both vivid and practical, emphasizing both foundation and improvement, which not only embodies? Testing? And the function of reflection? Comments? Value. Let our students exercise and develop in this learning environment, and really improve the quality of our classroom teaching. How to make exercise achieve the best effect? 1, the test and evaluation reflect the requirements of stratification, and the test questions are set at a low starting point and at multiple levels, providing students at different levels with basic opportunities for success. Try to achieve it in the form of competition, and the quantity and time are unified. 2. Design different forms of comprehensive evaluation questions such as judgment questions, multiple-choice questions and problem solving, and try to create exercises to solve practical problems in life. 3. Pay attention to the design of multiple solutions to one problem, so that students can think, observe and associate examples and exercises from different angles and get different solutions. 4. The examination questions should be for all students, so that students can have time to think and try their best to do them? Do math? Are actively involved. Testing? In the atmosphere. 5. Carefully design and improve exercises. The purpose of testing and evaluation is to diagnose the development of teaching and learning, evaluate students' learning effect, and motivate students to study hard and adjust their learning strategies. Evaluation should be carried out in class, students' initiative should be brought into play, and students should be allowed to criticize, discuss and revise each other. Students' answers should be analyzed and counted in time, and targeted remedies and corrections should be made.
Everything we do for the implementation of the curriculum in the curriculum reform is to let students learn valuable mathematics, acquire necessary mathematics and develop mathematics as fully as possible. The long-term curriculum reform shows that children have undergone gratifying changes and our wishes have gradually come true.
1, students are willing to learn, love learning and have a strong interest. Pay attention to creating lively learning situations and mathematics activities that students like to enjoy, stimulate students' interest in learning mathematics and arouse their hearts. Exquisite teaching AIDS and learning tools, vivid pictures, story-telling, riddle-guessing, group answering and group competition, let children study happily and devote themselves to it, so that students can gain mathematics knowledge, skills and thinking methods while gaining positive, lively and happy emotional experience, show and cultivate their various talents and feel the fun of learning mathematics.
2. Students are good at asking and solving problems. Cultivating students' ability to solve problems is an important part of teaching objectives. The new textbook provides abundant resources to promote students to study mathematics more actively. Interesting, realistic and challenging problem situations stimulate students' desire to explore. In class, students often interrupt the teacher, stand up and say, Teacher, I still have different ideas on this issue? ,? Teacher, I have a question to ask? ,? Teacher, can I add two more points? The answer is not unique, the solution is optimized, the students' thinking is gradually broadened, the innovative spirit of solving problems is constantly emerging, and the mathematics classroom often becomes students'? Answer? At the scene, the students' rich imagination, active thinking ability, high-thinking-value questions, flexible problem-solving methods and reasonable answers to practical questions all impressed us with the ability and potential of today's children.
3. Students feel that there is mathematics everywhere in life. Many mathematical materials closely related to students' real life are compiled in the new textbook. Are you online? Numbers and algebra? 、? Spatial graphics? 、? Statistics and probability? 、? Practice and comprehensive application? Scenes designed in various fields are common occurrences around students. I combine students' life experience and knowledge background, so that students can find what they have learned in themselves, in class, at home, on campus and on the street. Like what? Tell me about the shape of the figure around you. Let students realize that mathematics is around us, and they can feel it at their fingertips when they look up, as well as mathematical information such as numbers, shapes, sizes, positions, statistics, addition, subtraction, multiplication and division. We live in a real world full of mathematical information. 4. Students learn to cooperate with others and gain successful experience. In the process of curriculum reform, we follow the principle that teachers must not talk about what students can understand, and the problems that students can solve through group research must be discussed by students, so that students can change passive acceptance of knowledge learning into active exploration, and then gradually learn to learn to learn. Teaching design pays attention to people's development, children's multi-directional communication in obtaining information, excavates good materials in teaching materials, provides maximum time and space for cooperative learning, and cultivates students' cooperative consciousness and team spirit. Many students gradually learn how to express their views effectively, listen carefully to others' opinions and absorb the experience of their peers, thus forming a good style of study of unity, cooperation, mutual respect and mutual help. In cooperative learning, the competition mechanism should be introduced appropriately, and the cooperation and collaboration of members in the group should be encouraged by means of group competition. Emphasize collective honor, unify cooperation and competition, and give incentive evaluation as much as possible so that every student can get a successful experience.