If you want to teach a good lesson, I think teachers should first do the following:
1. Teachers should have a good cultural foundation and be able to express themselves in refined language.
2. Grasp the content and requirements of the new curriculum standards and accurately grasp the new curriculum standards.
3. Understand the system and arrangement characteristics of primary school mathematics textbooks, and know the position and role of each part in primary school mathematics learning. (that is, thoroughly understand the textbook)
4. Have a high level of education and teaching theory and use it to guide the teaching process.
In the whole teaching process, refined language expression level is the premise, grasping the syllabus and new curriculum standards is the criterion, thoroughly understanding the teaching materials is the foundation, and guiding the teaching process with educational teaching theory is the key. So how should primary school mathematics be taught? Now, according to the relevant knowledge and learning experience I have learned, as well as some feelings of writing speeches at ordinary times, let me talk about my superficial understanding.
First, talk about textbooks-the teacher explains his knowledge and understanding of textbooks.
Teaching materials are the objects and contents of students' learning, and mastering teaching materials is the most basic basis for teachers to impart knowledge and implement classroom teaching. Only when teachers deeply understand the teaching materials and their intentions can they make better teaching plans and provide preconditions for improving teaching.
Said the textbook requirements to do the following:
1. Introduce the position, function and significance of the lecture content in class hours to the audience.
This is the opening remarks of the lecture. First of all, the teacher should introduce the specific teaching content to the audience in detail, explaining the position, function and significance of the teaching content in this unit, this book and even the whole primary school stage (that is, the connection between this content and the previous and subsequent knowledge is taught on the basis of learning or mastering what content, and learning this section well will help students master knowledge, form ability and cultivate emotions and feelings.
Take the lesson "Understanding Angle" as an example. First of all, the teacher should introduce the understanding that the teaching content is a corner of the seventh volume of Primary Mathematics published by Jiangsu Education Publishing House, and then introduce the position and function of the textbook. (Combined with lecture materials)
2. Put forward specific and clear teaching objectives.
In primary school mathematics teaching, teachers often use the knowledge of psychology, pedagogy and logic, such as "according to the psychological characteristics of primary school students, concrete to abstraction, concept, logical thinking, thinking quality, judgment and reasoning, deduction and induction", but in application, some teachers are careless and full of mistakes. In order to avoid this mistake, teachers should first understand and master the meanings of some commonly used teaching terms to avoid making jokes. When making classroom teaching objectives, the following terms are generally used:
(1) Cognitive goal: It is divided into three levels: knowing, understanding and mastering.
Understand (know, know): It means knowing the meaning of learned mathematical knowledge such as terms, concepts, properties, laws, formulas, etc., and being able to repeat and identify them. It refers to having a perceptual and preliminary understanding of what you have learned, being able to say what it refers to and recognize it.
Understanding: Know the origin of the above knowledge, be able to explain it in your own language, and know the connections and differences between related knowledge. It refers to having a rational understanding of what you have learned, being able to express its exact meaning and knowing its use.
Proficiency: refers to the ability to analyze, judge, reason and calculate some simple problems by using what you have learned on the basis of understanding. Can explain some truth.
(2) Skill goal: it is divided into three levels: learning, proficiency and proficiency.
Learning: refers to the ability to correctly complete mathematical activities such as measurement, drawing, production and calculation according to the learned methods.
Skill: refers to reducing intermediate links through practice and completing the above teaching activities quickly. Refers to reading, writing, verbal calculation, written calculation, etc. Through training, we can reach a correct and relatively fast level.
Proficiency: refers to being able to complete the above related activities flexibly and quickly.
(3) Ideological and emotional goals: divided into three levels: feeling, experience and preliminary.
Feeling: refers to the psychological tendency to have a certain experience and accept the interest, attitude and ideological and moral education involved in mathematics teaching.
Experience: refers to being able to take the initiative to make corresponding psychological activities in the new situation after the above education, and initially influence one's behavior and practice.
Initial possession: refers to gradually forming a relatively stable psychological quality and concept through teaching and practical activities, and can guide one's own behavior and practice.
(4) Cultivate mathematical ability. In the past, primary school students' mathematical ability mainly included three aspects: A, calculating ability, B, logical thinking ability, C, and spatial concept. The new curriculum standard puts forward some new abilities, namely, autonomous learning and inquiry ability, cooperative learning and innovation ability.
First, the cultivation of computing ability
There is a difference between computing ability and computing skills, and computing ability is the combination of logical thinking ability and computing skills. It can be divided into two stages: one is the primary stage, which needs to understand arithmetic, master the law and calculate correctly. The second is the proficiency stage, which requires mastering the nature of operation to make the calculation reasonable and flexible.
To improve the calculation ability of primary school students, we should start from the following three aspects:
First, a thorough understanding of arithmetic, master the rules skillfully, and form calculation skills.
(1) From concrete to abstract, talk about the methods and laws of liquidation and induction. (2) consciously use the law to ensure the correct calculation. ③ Simplify the calculation steps and compress the thinking process. (4) Completely unconscious rules to realize the "automation" of calculation. ⑤ Organize the legal system and form a cognitive structure.
Second, strengthen the teaching of the laws and nature of oral calculation and operation, improve the efficiency of calculation and develop students' thinking ability.
① Oral calculation is the basis of written calculation, which is widely used in daily production and life. (2) understand the operation rules and properties, and use them.
Third, cultivate good calculation habits and improve calculation accuracy.
1 Carefully examine the questions. Make the first-instance operation sequence, the second-instance exercise characteristics and the third-instance data characteristics. ② Pay attention to the estimation. ③ Insist on checking calculation.
B, preliminary logical thinking ability.
This sentence is a sentence that math teachers will definitely use in class. This point has been pointed out in the "Nine-year Compulsory Education Primary School Mathematics Teaching Syllabus" and "New Curriculum Standards" in order to cultivate students' initial logical thinking ability.
Logical thinking is a process in which people reflect reality with the help of concepts, judgments and reasoning in the cognitive process. Different from thinking in images, it is the result of using scientific abstract concepts and categories to prompt the essence of things and express the understanding of reality. Logical thinking is definite, not ambiguous; Consistent, not contradictory; Systematic and well-founded thinking. In logical thinking, we should use thinking forms such as concept, judgment and reasoning and methods such as comparison, analysis, synthesis, abstraction and generalization. The degree of mastering and applying these forms and methods is also the ability of logical thinking.
In teaching, students should be trained to make preliminary analysis, synthesis, comparison, abstraction and generalization, judge and reason simple problems, and gradually learn to think systematically. At the same time, pay attention to the agility and flexibility of thinking.
Although there are many components in logical thinking ability, the high abstraction of mathematics leads to their great versatility. Therefore, it can be said that abstract generalization ability is the foundation of other mathematical abilities and the core of logical thinking ability, that is, it is the core of mathematical ability. Therefore, in primary school mathematics, the ability of abstract generalization should be cultivated as the most basic and important part.
Strengthening "double basics" and attaching importance to "process" are the main ways to cultivate students' mathematical thinking ability. A generalization ability B abstraction ability (concrete-representation-abstraction-concreteness) C reasoning ability (1) allows students to tell the basis of the conclusion according to the new conclusion; 2 Starting from the existing conclusions, guide students to draw new conclusions) D Associative ability (close association, similar association, comparative association, causal association, analogical association, reverse association) E Transformational ability (reversible transformation, hypothetical transformation, old and new transformation).
Basic ways to cultivate students' initial logical thinking ability;
First, demonstration-combined with knowledge teaching, give students the information of "how to think correctly" intuitively and simply.
2. Hugging-For people who have a close relationship between old and new knowledge, they can deduce the basic idea of solving new problems and inspire students to deduce on the basis of existing knowledge.
Third, training-combined with the teaching of related content, purposefully and systematically train students to gradually learn to think systematically and systematically, and describe the thinking process more completely.
C, the cultivation of the concept of space.
The preliminary concept of space is the third main ability to be cultivated in primary school mathematics teaching. The concept of space in primary school mathematics is mainly the representation of the shape, characteristics and properties of geometric figures in students' minds. The new curriculum standard requires students to gradually form the representation of the shape, size and mutual position relationship of simple geometry, be able to identify the geometric shape they have learned, reproduce its representation according to its name, and cultivate a preliminary spatial concept. Its process is mainly through observation, operation, abstraction, generalization and other ways, combined with the teaching of preliminary geometry knowledge, to help students form a correct concept of space, and then cultivate spatial imagination. 1, through observation, establish a clear representation, abstract and summarize the essential attributes of graphics, and form a correct spatial concept. 2. Through operation, establish a clear representation, abstract and summarize the essential attributes of graphics, and form a correct spatial concept.
D, the cultivation of innovation ability
Cultivating students' innovative ability is essentially to cultivate the originality of thinking. The so-called originality of thinking refers to the creative spirit of thinking activities and the intellectual quality shown by novel solutions. The "originality" here refers not only to the result of creation, but also to whether there is a creative attitude in thinking activities. Students can master mathematical concepts independently and consciously, find proofs of theorems and laws, and find novel solutions to examples that teachers have talked about in class, all of which are concrete manifestations of original thinking.
3. Analyze the arrangement ideas, structural characteristics, key points and difficulties of teaching materials.
Accurately grasping the key points and difficulties of teaching content is the premise of a good class. If we can't grasp the key points and difficulties of a class, it is impossible to design a high-quality class, let alone complete the teaching task well. Therefore, it is an essential and important link to talk about the key points and difficulties of teaching in teaching material analysis. So how to accurately grasp the teaching focus and difficulty of a class? I think we should do the following two things well:
First of all, we should correctly understand the meaning of teaching emphasis and teaching difficulty. I think the focus of teaching refers to the focus of what is taught, that is, the focus of the textbook, which is what students should learn or master, so it depends on the textbook. In order to accurately grasp the teaching focus, teachers must thoroughly understand the teaching materials, understand the arrangement characteristics and intentions of the teaching materials, know what the teaching content wants students to learn, know what knowledge and abilities students should master in a class, and find out the most important of these contents. According to the age characteristics and cognitive rules of primary school students, the teaching content of each class in primary school mathematics textbooks is generally around one key point, but there will be two or more teaching keys in a few classes, which requires teachers to study the textbooks carefully and grasp them accurately. Teaching difficulty refers to solving the learning blind spots or knowledge points that students may encounter in the key process of teaching. Therefore, to grasp the teaching difficulty, we should not only consider the difficulty of teaching content, but also combine the students' knowledge level and ability, and synthesize various factors to finally get the difficulty of teaching a lesson.
Secondly, we should make clear the connection and difference between the two. In preparing lessons at ordinary times, it is often found that some teachers regard teaching emphasis and teaching difficulty as a concept and think that they are the same thing, because they have not made clear the relationship between them. The teaching emphases and difficulties are similar, but they are not exactly the same: the key to determine the teaching emphasis is the teaching material, which refers to the focus of the teaching content and is aimed at the objective existence of the teaching content, and it does not change with other factors. The difficulty of teaching is determined by many factors. Although it is also determined according to the teaching content, it is not the only condition, it depends on the actual situation of students. The same teaching content is difficult in one class, but it may not be difficult for students to learn in another class. This is because there are some differences in cognitive level and knowledge structure among students. Therefore, the determination of teaching difficulty is influenced by many factors and is not static.
4. Analyze the students' situation and organize the teaching content accordingly.
What I'm talking about here is actually what we often say: preparing lessons is not only for textbooks, but also for students. The so-called students preparing lessons means that teachers who teach students should be able to understand the students' ideological and moral qualities, cultural level and thinking ability, and arrange and organize teaching according to the contents of teaching materials, and determine teaching methods and learning methods.