There are differences in teaching methods and teaching processes between the math review course in the lower grades of primary schools and the math review course in the middle and high grades. First, middle and senior students can freely construct knowledge networks under the guidance of teachers, while it is more difficult for junior students to sort out their knowledge independently; Second, the ability of self-evaluation, other-evaluation and mutual-evaluation of junior students is weaker than that of senior four students, and their ability of speaking and evaluation is not strong, and senior four students are relatively good at learning evaluation. The difference of mathematics review classes in different years is due to the age characteristics and academic ability of students.
However, these differences are often ignored or even unknown by some teachers. In this way, it is easy to have some problems in the review class in the lower grades. For example, the problem of "practicing instead of doing", that is, doing and giving lectures, lacks the infiltration and process of "reasoning", and, like practice classes, does not reflect the basic characteristics of review classes. Another example is the problem of "speaking instead of thinking", that is, teachers regard the exercises in the review class as exercises in the teaching of new knowledge in the review class, explain and guide them too much and too carefully, "help" instead of "letting go" everywhere, students lack time and space for independent thinking and exchange ideas, active learning is inhibited, and mathematical thinking is not taken seriously. For another example, the problem of "testing instead of evaluating" is mainly based on a large number of questions and passing tests in the review class, lacking the necessary evaluation. Even if there are a few comments, most of them are one or two words from the teacher that are not from the heart. Teachers care about whether students do the problems correctly, not the feelings and help they need when solving them.
Then, how to improve the quality of the math review class in the lower grades of primary schools and solve the problems existing in the review class? Let's talk about some ideas based on the final review of the first volume of second-grade mathematics by Jiangsu Education Publishing House, "Review of Solving Simple Practical Problems by Multiplication and Division":
First, we should make clear the teaching objectives of the review class.
Teaching goal is the direction and expected result of teaching activities, the starting point and final destination of all teaching activities, and review class is no exception. In the lesson of "reviewing the calculation of multiplication and division to solve simple practical problems", students should further deepen their understanding of the significance of multiplication and division through review; Let students experience the process of collecting (selecting), sorting out and processing information from specific situations, promote students' mathematical thinking and improve their ability to solve simple practical problems; Develop good study habits such as careful observation and independent thinking, and experience the application of mathematical thinking method in solving simple practical problems. The focus of teaching is to let students experience the process of collecting, sorting and processing information from specific situations, and further deepen their understanding of the significance of multiplication and division.
Second, we should make clear the teaching methods of review class.
What is review? Review is used as a verb, that is, to repeat and consolidate what you have learned. The final review course is based on new lectures, new exercises and regular review, and its teaching methods should be different from those of new lectures, new exercises and regular review. Helping students to reason, practice and evaluate is the basic feature of review class. Based on this feature, teachers need to seriously study the teaching methods of review class. In the lesson of "Reviewing how to solve simple practical problems by multiplication and division", there are three questions in the textbook, which are questions 7, 8 and 9 respectively. The seventh question is to apply the meaning of multiplication to solve simple practical problems, the eighth question is to apply the meaning of division to solve simple practical problems, and the ninth question is to apply the meaning of multiplication and division to solve practical problems. These three problems all have a process of collecting information (examining questions), sorting out information and processing information (analyzing quantitative relations and solving them in columns). In terms of teaching methods, each problem should reflect "help first, then put it down", master the mathematical thinking method of "comparison", tell the basis of the formula or give an appropriate explanation to the listed formula, so as to understand the quantitative relationship and further deepen the understanding of the meaning of multiplication and division.
Third, we should grasp the essence of review teaching.
The contrast between question 7 and question 8 is the time when the teacher helps the students "reason". In this process, it is necessary to combine blackboard writing to let students properly explain the formula or tell the basis of the formula. Doing so, on the one hand, can guide students to learn independently, on the other hand, it is conducive to promoting students' mathematical thinking. After listing three formulas in question 7, it is easy for students to deepen their understanding of "how to calculate the sum of several additions by multiplication" through comparison and explanation. Question 8 (1) asks, "If each person moves two pots, how many people can move all the flowers?" , can better reflect the essence of division. Namely: "How many times has a * * * been subtracted from a number until it is finished?" From questions 7 and 8, we can see that "multiplication is essentially addition-finding the sum of several identical addends" and "division is essentially subtraction-constantly subtracting the same number until the subtraction is finished, how many times can a * * * be subtracted". The establishment of mathematical model is formed in the process of extracting these essences.
Fourth, we should improve students' ability to solve problems.
In the problem-solving teaching of revision class in Grade Three, we should pay attention to cultivating students to develop good study habits. The review of solving simple practical problems also needs to pay attention to the step training of infiltrating problem solving. The process of collecting (including selecting) information is actually to cultivate students' habit of carefully examining questions, and it is also a process of carefully observing figures and numbers and carefully reading Chinese characters in questions. The process of sorting out and processing information is actually the process of analyzing quantitative relations, which is essentially the meaning of multiplication and division. Question 9: According to a question with known conditions, select relevant conditions in order to cultivate students' ability to analyze the question preliminarily. The "analytical method" and "comprehensive method" of solving problems contained in the three questions of this question should be understood by teachers and experienced by students in the process of solving problems, which is the foothold and key to improve students' problem-solving ability.
Fifth, we should pay attention to the evaluation in the review class.
Professor Zhou pointed out: "the study of mathematics is from coarse to fine, and from fine to coarse." You can extend and broaden in the review class, but you must have a degree. " Effective evaluation is a good way to grasp this degree. Evaluation methods include teacher evaluation, student evaluation, group evaluation and self-evaluation. No matter which evaluation method, the purpose is to fully understand the students' learning situation, stimulate their enthusiasm for learning and promote their all-round development. The evaluation of mathematics learning should not only pay attention to students' learning results, but also pay attention to their learning process; We should pay attention to students' mathematics learning level, and pay more attention to students' emotions and attitudes in mathematics activities, so as to help students know themselves and build up confidence.