First, cultivate students' habit of previewing before class.
Pre-class preview means that students learn what the teacher wants to teach them within a certain period of time before the start of a new class, which can improve students' interest in learning new classes and enable them to grasp the initiative of learning, so as to better understand and master new knowledge. It is not only the basis for learning new lessons well and achieving efficient learning results, but also an effective way to cultivate autonomous learning ability.
Through preview, students can have a preliminary understanding of the new lesson. In teaching, teachers can strengthen preview guidance according to the teaching content and students' reality. First of all, students are required to think while reading and know what they want to learn, which is closely related to what they have learned, understood and not understood; Then think about what you don't understand and see if it's old knowledge or new knowledge. You should look up information and ask others for advice so that you can understand the teaching content before the teacher gives a lecture. Finally, mark or write down what you really don't understand, and then understand and master it with the help, guidance and guidance of the teacher in class. If you have time, you can also do related exercises to deepen your understanding and check the preview effect. In order to urge students to finish preview on time, teachers can formulate effective and scientific supervision measures to restrain students, or they can hold parents' meetings from time to time to get in touch with parents and win their support and cooperation, so that parents can help urge students to finish preview. In addition, teachers should also properly check students' preview. In the long run, students can form a good habit of consciously previewing.
Second, cultivate students' habit of listening carefully.
Since the implementation of the curriculum reform, we are pleasantly surprised to find that children have become lively and brave, and the classroom has become active. Students dare to ask questions and express their views. However, we often see such a scene: when a student's speech is not finished, the students next to him raise their hands high and shout, "Teacher, I'm coming, I'm coming ..." When the teacher calls a student to answer, the other students who raise their hands sigh in unison, dejected and despondent, and ignore the lecture at all; When the teacher talked with relish, the students were doing their own things like no one was watching ... all this made people think deeply. Since ancient times, cultivating students' listening ability and quality has always been the essence of our education. Educators at all times and all over the world have emphasized the importance of "listening" in study and life. In an active math class, it is not enough for students to express their opinions. This is a good study habit. Students can listen carefully in class-listen to the teacher's lectures and classmates' speeches, so as to actively and effectively participate in the teaching process, open the spark of thinking, acquire knowledge, cultivate ability and ensure the effective conduct of classroom activities. Therefore, in teaching, we should make clear the goal, ask students to listen carefully to other students' answers, and observe carefully in teaching, encourage and praise the students who listen carefully in time, and strengthen them, correct the students who don't listen carefully in time, and give appropriate punishment when necessary. In this way, students learn to listen and learn to learn actively. Students can listen carefully in class, listen to teachers' explanations and classmates' speeches, and participate in teaching activities more actively in the process of listening.
Third, cultivate students' study habits of active inquiry.
Classroom is the main position for students to acquire knowledge. Whether students concentrate on learning in class and whether they have the initiative to learn mainly depends on the level of teachers as organizers, guides and collaborators, that is, teachers' ability to control the classroom. In teaching, teachers can take the main problems to be solved in the new class and the places that they don't understand in the preview, so that students can listen carefully; You can compare your understanding with the teacher's explanation before class, correct the mistakes in understanding and deepen your understanding and memory; Students can also be asked to write down problems that they have no chance to solve in class so that they can solve them after class. In this way, students can always maintain a high degree of concentration, think positively and digest the learning content in class. Therefore, teachers should pay attention to the following points: 1, and carry out necessary classroom routine education and training; 2. Learn to combine appropriate praise with clever criticism and set an example for learning; 3. Improve oral expression ability, and strive to make the teaching language concise, scientific, accurate, standardized and vivid, with affinity, fun and sense of humor, so that students can't stop; 4. Let students have as many opportunities to answer questions as possible, so that students are always in a proactive learning state; 5. Try to mobilize students' senses, so that the brain, ears, eyes, mouth and hands go hand in hand, thus enhancing the persistence of attention and allowing students to study easily and happily under the influence of a good learning environment. Only in this way can students form a study habit of paying attention to lectures and actively exploring.
Fourth, cultivate students' habit of carefully examining questions.
In primary school mathematics teaching, mathematical operation occupies a considerable proportion. The accuracy of operation depends largely on the correctness of calculation. In homework and exams, I found that the reason why many students made mistakes was not that they couldn't do it, but that they didn't see the requirements of the questions clearly. For example, in the calculation, some people mispronounce the operation symbols: in the text, because the quantitative relationship is complicated, there is no such thing.