A paper on mathematics teaching in the second grade of primary school
First, classify and associate to inspire students' mathematical thinking. Primary school mathematics knowledge is not complicated, but more common sense content closely related to our lives. Therefore, in the process of mathematics teaching, teachers can first classify according to different chapter knowledge, and then use the method of association to guide students to establish a full understanding of relevant content, so that they can remember on the basis of understanding. In this way, we can not only enrich the teaching content to a certain extent, make students' mathematical thinking more active, but also let them gradually realize the relationship between all kinds of knowledge and our lives, and urge them to establish a correct understanding of this subject. At the same time, it can essentially reduce the learning difficulty of primary school students and enhance their goodwill towards mathematics.
For example, when teaching the part of "multiplication formula of 2 ~ 6" in the first volume of second-grade mathematics, I didn't ask the students to recite the formula first, but adopted a series of associative ways to help them establish the connection between various parts of knowledge: a white rabbit can pull out five carrots, and the multiplication formula is 1×5=5, so that we can remember a five-to-five; When there are two rabbits, each rabbit can choose five rabbits, that is, 5+5= 10, which can also be regarded as 2×5= 10, 25 10 ... After that, I asked the students to recite, and found that they quickly and correctly completed the recitation task of "multiplication formula of 5", and the students found out from it.
Second, process analysis, exercise students' mathematical thinking
Although most primary school mathematics is based on simple calculations, in the eyes of many adults, these calculation processes have nothing to explain. However, due to the limitation of personal cognitive ability, primary school students don't understand why addition and subtraction are needed, let alone how to find their own calculation errors. Therefore, this requires our primary school teachers to have enough patience and perseverance in the process of teaching students, introduce or analyze the process according to specific problems, help students build a solid foundation and take the first step to cultivate and exercise mathematical thinking.
For example, when teaching the content of "addition and subtraction within 100", there is an application topic: children play ball games together, in which Xiaoming, Xiaohua, Xiao Fang and Xiao Qiang took 34, 4 1, 45 and 39 shots respectively. Q: How many shots does Xiaoming take less than Xiaohua? If students want to answer this question correctly, they need to understand the meaning of "less" and calculate the subtraction of two digits. So I made a detailed analysis of the calculation process of this problem from these two directions. I first taught students how to read and understand the meaning of the problem correctly, and then I introduced the calculation steps of 4 1-34 in detail in a vertical way, guiding students to master the analysis process of mathematical problems and exercise their thinking ability.
Third, guide learning by asking questions and promote the development of students' thinking.
Students can't learn mathematics well without the effective guidance of teachers. Primary school students are active in thinking, so it is difficult to concentrate for a long time in the narrative teaching method. Therefore, in the actual teaching process, teachers should stimulate students' continuous thinking in the form of small questions according to their characteristics and specific course content. This can not only effectively promote the development of primary school students' mathematical logical thinking, but also attract their attention and make them more actively cooperate with teachers' normal teaching.
For example, when explaining the part of "Division with Remainder" in the second volume of second grade mathematics, in order to let students understand the essence of division calculation, I gave guidance in the form of questions: the teacher here has 12 pencils, each of which is a group of three. How many groups can it be divided into? Will there be any surplus? The students answered in unison: "Four groups." I asked, "How to calculate in the form of columns?" Answer: "12÷3=4." Then, I list the vertical forms on the blackboard, so that students can distinguish which ones are dividend, divisor and quotient, and ask, "Is there a remainder?" They replied, "No, 12 is just divisible." I asked again, "What if it is a 13 pencil?" The students calculated on the manuscript paper according to the vertical formula listed on the blackboard. A: "It can still be divided into four groups, but there will still be 1." This guidance method combines the actual situation with small problems, which not only enables primary school students to learn "division with remainder", but also makes them realize the causes of the remainder by comparing with the divisibility method, thus guiding them to calculate the division correctly in the future and enhancing students' mathematical thinking ability.
The second elementary school second grade mathematics teaching thesis.
Senior two students have been in school for one year and have a certain foundation of study habits. However, due to their age characteristics, they are prone to the following shortcomings in mathematics learning. 1. Note: Students are young, have poor conscious attention and short persistence time. A class lasts for 40 minutes, and it is difficult to stick to the end. Often after listening to half of it, I wander off, or look around, talk casually, or make small moves.
Second, listening: it is a common problem for many junior students not to listen. However, students have a strong desire to express themselves and often have no time to listen to a complete sentence. I rushed to answer with a little knowledge, ignoring the teacher's suggestions and other students' speeches. This article was compiled when I went to study abroad together, and reprinted from studying abroad together.
Third, reading and writing: careless, often incomplete, upside down to see the numbers or wrong lines, wrong operation symbols, or incomplete pictures. I didn't pay enough attention when I wrote, but I copied it correctly. I didn't write carefully, and my writing was very sloppy. I didn't check it after I finished writing it.
Fourth,' thinking': the thinking development of second-year students is not comprehensive and systematic, and it is mainly based on intuitive thinking. When they encounter problems that require logical thinking or examine the ability of spatial imagination, their thinking can't keep up, and their brains can't turn around, so they will be at a loss and cope with the blame.
5. Language: Due to the lack of life experience and accumulated vocabulary, the language is monotonous and straightforward. Even if you understand logic, you often can't make it clear when you express it orally.
In view of the general shortage of students in the above aspects, I think that the cultivation of good math learning habits of second-grade primary school students should focus on the following aspects:
1. Note: In view of students' lack of attention, teachers should start with classroom teaching design, create more interesting situations that can attract students' attention, organically combine math activities with games and fairy tales, and attract students' attention from time to time, and add teachers' timely praise, encouragement and affirmation to arouse students' desire for active exploration and success. If you can find the answer by students' independent exploration, the teacher should give it to the students, let them try and experience, and really return the classroom to the students. In this way, the problem of students' insufficient concentration is solved.
Second, listening: Listening is an important learning accomplishment for students, and students with good grades are often the people who can listen best. Cultivating students' listening habits should be grasped from several aspects.
1. Let the students "feel at ease": One or two minutes before class, the students' hearts are still in the excited state of playing between classes. It is necessary for students to adjust themselves during this time and calm down before class in order to concentrate. Teachers in all subjects can cooperate well to cultivate students' habit of preparing school supplies for the next class before going to activities. At the beginning of the class, when the students were very excited, the teacher said that shouting had no effect. You can clap your hands rhythmically, and the students clap three times together and then sit down.
2. Make students "alert": To be "alert", you must listen and remember. Therefore, the key content of each class allows students to repeat the teacher's speech or the students' speech, and can also do some listening and calculation exercises frequently to cultivate students' listening attention.
3. Let students "know": If you want to make it back, you have to understand that students just listen and don't think about it, which means they don't listen. In class, we should pay attention to guiding students to talk about their own views and ideas after listening to other people's speeches, and find out where others' speeches are good, wrong or need to be supplemented.
Mathematics Teaching Thesis of Grade Three and Grade Two in Primary School
The arrival of the new curriculum standard era puts forward higher requirements for the professional quality and teaching level of primary school mathematics teachers. Improving the effectiveness of primary school mathematics teaching will be the main direction of our new curriculum reform. It is hoped that all primary school mathematics teachers will improve the mathematics learning effect of primary school students by setting the situation, regulating the classroom and creating the classroom atmosphere in line with the student-centered teaching thought. Related issues are discussed as follows. First, the effectiveness of situational teaching
Primary school mathematics teachers take certain emotional colors and images as the main body, purposefully introduce or create vivid and concrete situations, stimulate students' interest in learning, and thus help students understand and master knowledge. This is situational teaching. For example, in the teaching process of "Preliminary Understanding of Corner", the author first created a teaching situation on the basis of triangle knowledge: "Students have learned triangle knowledge, so now the teacher removes one side of the triangle, is it still a triangle? This is the new knowledge we are going to learn today-angle, and then introduce the "preliminary understanding of angle" into the teaching topic.
Second, the effectiveness of classroom regulation
In the process of teaching activities, teachers should be good at using and developing teaching resources and make instant and diversified evaluations of students' performance. According to my own work experience, the author suggests that the majority of second-grade primary school teachers should deeply understand the teaching materials and master the knowledge system of the teaching materials; Flexible use of teaching materials. In addition, in the teaching process, we should enhance students' learning confidence and stimulate students' interest in learning through diversified encouragement measures.
Thirdly, the effectiveness of classroom atmosphere.
1, creating a relaxed and pleasant learning atmosphere. Teachers who are interested in learning are very beneficial to improve the quality of teaching. Teachers should encourage students to speak actively in class, so that students can become the protagonists in class and gain knowledge in happiness. Teachers should focus on changing the "unequal" teaching relationship between teachers and students, promoting equal communication between teachers and students and deepening mutual understanding. A democratic and harmonious learning atmosphere helps students improve their learning efficiency.
2. Combination of speaking and practicing. The new curriculum standard has always stressed the need to reduce the schoolwork burden of primary school students, so teachers focus on teaching and ignore the importance of practice in consolidating students' knowledge. Teachers should set up classroom exercises and homework according to students' learning situation. Through the combination of lectures and practice, students' understanding and mastery of knowledge can be strengthened, thus promoting the healthy development of students' body and mind.
In short, the new curriculum reform has brought severe challenges to teachers. Teachers should change their teaching concepts, improve their teaching methods and improve their teaching level through continuous learning, so as to become an excellent primary school mathematics teacher with high quality and ability. There is still a lot of room for improvement in improving mathematics teaching in primary schools, and it is expected that the reform of primary school teaching and education in China will achieve remarkable results in the future.