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How to optimize the teaching content and process of primary school mathematics
Teaching is a planned, purposeful and organized activity process between teachers and students. In order to achieve better teaching results in a limited time, primary school mathematics teaching must be optimized from the aspects of the formulation of teaching objectives, the organization of teaching contents, the selection of teaching methods, the design of classroom exercises, and the feedback of teaching information. The author talks about his own views on the above links.

First, the teaching objectives should be appropriate and complete.

Appropriateness means that most students can achieve it through hard work; Integrity refers to having knowledge goals, ability goals, emotional attitudes and values goals. For example, the teaching goal of "Fraction divided by integer" should be: 1, so that students can understand the meaning of fractional division; 2. Master the calculation method of dividing a fraction by an integer and calculate it correctly; 3. Cultivate students' ability to analyze and solve problems.

Second, the teaching content should be scientific and orderly.

Science is something that grasps the essence; Orderliness means seeing the stages of knowledge and the continuity and development of knowledge. For example, when teaching "Understanding of Circle", the teaching content can be divided into: (1) the concept of circle; (2) the drawing method of the circle and the names of each part of the circle; (3) the relationship between diameter and radius; (4) The circle is an axisymmetric figure. This will gradually deepen the understanding of the circle and promote the development of students' thinking.

In mathematics teaching, we should create conditions for applying mathematics knowledge, give students opportunities for practical activities, and guide students to consciously use what they have learned to solve practical problems in life, so as to realize the great application value of mathematics more deeply and gradually cultivate students' application consciousness and ability. For example, in the teaching of "Comparison of Area and Perimeter", I designed several exercises in layers according to the actual life: (1) Let students find out the size of the glass needed on the square table; (2) Let students measure the bench by hand, find out how much cloth is needed to sew a small cushion, and cultivate students' practical ability; (3) By estimating the number of tiles used in the classroom floor, cultivate students' estimation consciousness and the ability to solve practical problems by using life experience. This kind of activity is very close to students' real life, with high enthusiasm and good teaching effect. The solution of these practical problems not only enriches students' life experience, but also improves students' ability to solve problems by applying mathematics.

Third, teaching methods should be flexible and diverse.

As the saying goes: "There is a law in teaching, but there is no fixed law. It is important to find the right method. " In teaching, teachers should adopt flexible and diverse teaching methods according to different teaching objectives, teaching contents and students' actual situation, so that students can truly become the main body of learning, thus achieving good teaching results. For example, when teaching the calculation rules of decimal addition and subtraction, because the calculation rules of decimal addition and subtraction are similar to those of integer addition and subtraction, teachers can help students summarize the calculation rules of decimal addition and subtraction through comparison on the basis of reviewing the calculation rules of integer addition and subtraction, which not only cultivates students' inductive generalization ability, but also deepens the connection and difference between old and new knowledge, so that students can master calculation skills skillfully.

Fourth, practice design should have a hierarchical slope.

Hierarchical, slope refers to not only basic exercises, but also comprehensive exercises and development exercises when practicing design. Its purpose is not only to make students understand; Let students learn; Let students learn to live.

After students master new knowledge, they need to consolidate their exercises. In the design of exercises, we should follow the principle of easy before difficult, and strive to have a gradient, including basic exercises, upgrading exercises and expanding exercises, so as to mobilize students' enthusiasm for consolidating knowledge with various forms of exercises. After completing basic exercises and upgrading exercises, students can carry out outward bound training. Students who have spare time to study feel that this kind of problem is a challenge to themselves and a monitoring and development of their abilities. Students who can complete the extended questions are happy and confident. For students who can't complete the expansion problem, we should first praise them for successfully completing the previous exercises, indicating that they have mastered the course, and encourage them to take the initiative to participate and work hard with their peers to solve the problem. In short, we should try to design new exercises scientifically in teaching, so that students at different levels can be improved to the maximum extent.

Five, information feedback should be accurate and timely.

The feedback of information should be accurate and timely. Refers to the information feedback from students, which must not be ambiguous. What is right is right, and what is wrong is wrong. And the information in the classroom should be evaluated in the classroom. In actual teaching, students should be inspired to actively participate in evaluation activities, and sufficient evaluation time should be set aside for students to express different opinions before giving teacher evaluation.

Children who grow up with encouragement can be full of confidence, and students should be praised and encouraged more in class. For some students who have difficulties in mathematics learning, teachers should find the loopholes in students' knowledge in time through classroom exercises and give timely guidance. In order to prevent students from losing interest in math learning, they should be encouraged to do the right thing: "It's great that you can solve this problem independently!" "I'm glad you tried to do the extended problem today!" For students who are slow to do the problem, you can gently say to them, "speed up!" " "Your problem-solving speed is fast again!" For a careless student, we should focus on evaluating his correct rate, such as "Be more careful and you will get 100!" ""You are only one step away from the math champion, come on! "Through this kind of incentive evaluation, students' enthusiasm for learning mathematics can be further stimulated, thus improving the efficiency of classroom teaching.

In short, only by optimizing all aspects of the teaching process can we continuously improve the teaching efficiency and thus achieve the purpose of improving the teaching quality.