Primary School Mathematics Teaching Methods (I)
1, the connotation of inquiry learning
In the process of mathematics teaching and learning in primary schools, it is necessary to implement research-based learning, that is, in teaching, teachers are advised to set specific topics, and through a series of activities, the knowledge and skills that students have mastered and the relevant information that they have searched are integrated, so that students can construct and update their knowledge system independently and cultivate their exploration ability and self-learning spirit. Primary school mathematics teaching based on research learning needs primary school mathematics teachers to create a situation similar to scientific research in specific teaching, guide students to collect and obtain a lot of knowledge and information through scientific research methods, solve questions and problems in disciplines, realize students' exploratory construction of knowledge system and realize the combination of students' learning process and scientific research process.
2. Elementary school mathematics teaching measures based on inquiry learning.
2. 1 Create a learning environment for inquiry learning
Creating a learning environment for inquiry learning includes two aspects: one is a relaxed, pleasant and equal environment; Second, the environment for cooperative exploration. The former's function is mainly to stimulate students' interest in research-based learning, while the latter's function is to strengthen communication between students and between teachers and students. Like studying? Understanding of three-dimensional graphics? Zhang, can you demonstrate the courseware? Understanding of three-dimensional graphics? The third chapter, using the summary to show students different graphics, so that students can improve their interest in learning animation. Like studying? Understanding of three-dimensional graphics? At this time, the first step: (1) The teacher can guide the students to recall together in groups: A contributes to the characteristics of the cuboid; B helps to think about how you sum up the characteristics of a cuboid. (point: there are eight vertices; Line: there are twelve sides, and the four opposite sides are equal in length; Faces: all six faces are rectangles, sometimes two opposite faces are squares, and each opposite face has the same area; )。 (2) Teacher's summary: We summarize the characteristics of cuboids from three aspects: point, line and surface. Step 2: (1) Teachers can guide students to recall the characteristics of an aid cube in groups. Think about how you sum up the characteristics of a cube. (point: there are eight vertices; Line: there are twelve sides, and each side is equal in length; Faces: There are six faces that are all squares, and each face has the same area; )。 The third step, * * * discussion: (1) What are the characteristics of cuboids and cubes? (2) What is the difference between a cuboid and a cube? Similarities: both cuboids and cubes have 6 faces, 12 sides and 8 vertices. Difference: a? Line? The difference in the world: the four opposite sides of a cuboid are equal, which is called the length, width and height of a cuboid, while the 12 sides of a cube are all equal, which is called the side length of a cube. B aid? Face? Plane difference: at least four sides of a cuboid are rectangles, while all six sides of a cube are squares. (3) What is the relationship between a cuboid and a cube? Cubes are special cuboids. Through research study in such an environment, students can further understand the characteristics of some three-dimensional graphics they have learned and master the similarities and differences between different three-dimensional graphics, so as to flexibly use the characteristics of the three-dimensional graphics they have learned to solve simple practical problems and further develop the concept of space.
2.2 List and collect examples of contact with life.
Mathematics comes from life, and mathematical knowledge solves problems in life. Enumerate and collect life-related cases, guide students to carry out inquiry learning and solving, so as to constantly mobilize students' interest and enthusiasm in learning mathematics, and constantly use their own knowledge to actively solve and explore life-related problems, and finally improve students' ability to find and solve problems. Like studying? Measurement of quantity? Can teacher Zhang pass? Students, since the reform and opening up, China has adopted international legal units of measurement. Can you tell me why? Introduce new courses; Simple familiarity with specific knowledge points through self-study; And use the following examples to guide students to carry out inquiry exercises: a pencil is176 (); A basketball court covers an area of 420 (); A desk is 52 () wide; The volume of a matchbox is 21(); The area of a teacher is 48 (); The capacity of a thermos bottle is 2() 10 sacks of rice1(); L eggs are about 6.5 (); 1 Chinese cabbage is about 2.5 (); 1 Grade 6 students weigh 40 (); Measure two pieces of furniture, record the length of each side and calculate the surface area and volume; Weigh the mass of two cookers and record; Investigate the date of birth of parents and calculate whether it is a flat year or a leap year; Record your time from home to school.
2.3 create and give students the conditions for research-based learning
If teachers can't create and give students the conditions for research-based learning, they can't really mobilize students' enthusiasm for exploration and practice, can't mobilize students' innovative ability, and the effect of research-based learning will not be obvious. Therefore, the primary school mathematics teaching measures based on inquiry learning need to include creating and giving students the conditions for inquiry learning. Like studying? Bar chart? In the chapter, teachers can collect specific forms of statistical charts such as bar, broken line and fan, and ask students to collect the number of students in each grade and draw bar statistical charts: Grade one: 40 students in Class One, 38 students in Class Two; Grade two: 40 students in Class One and 40 students in Class Two; Grade three: class one is 4 1 person, class two is 38, and class three is 36; Grade four: 36 students in Class One and 38 students in Class Two; Grade five: 44 students in Class One and 39 students in Class Two; Grade 6: There are 37 students in Class 1 and 42 students in Class 2. Or the teacher can give students the following data according to the data in the table for students to follow. Through this process, students can take the initiative to draw bar charts, master the general steps of making bar charts, and answer questions accurately by looking at the pictures.
2.4 Build a platform for students' research-based learning
In the process of primary school mathematics inquiry learning, teachers need to build a platform for students' inquiry learning, guide students to observe life and pay attention to the mathematics problems around them. Like studying? Measurement of quantity? In the chapter, teachers can set up special research learning classrooms to let students further understand the significance of adopting legal units of measurement, and systematically review and master the length, area, volume, quality, time unit, specific conversion, and the progress rate between various units of measurement.
3. Conclusion
Based on the above, we can know that inquiry learning teaching can make students learn effectively, and guide students how to use knowledge and establish knowledge links, effectively acquire new knowledge and form a knowledge system. Inquiry learning and teaching is a widely publicized and applied learning method.
Author: Zhou Xiaoru Work Unit: Yongchang No.3 Primary School, Longwan District, Wenzhou City, Zhejiang Province
Primary School Mathematics Teaching Methods (Ⅱ)
First, innovative teaching methods to enable students to learn independently
Children have to go to school since childhood, but no one has asked them if they want to. In other words, they did it under the pressure of teachers and parents? Study hard? Yes This learning process is called passive learning, which is inefficient and wastes time. Traditional teaching is simple? Instill? Learning fails to give full play to students' initiative. Adopt innovative teaching methods to make students become the masters of the classroom. An educator once said that the best education is to let the educated not know that they have been taught. Math teachers should put problems in front of students and let them think and solve them. In the process of solving problems, students can ask the teacher for help, and the teacher gives some guidance. Before class, the teacher should design questions for the students, and divide the students into several groups, let them choose their own problems to solve first, and then the teacher will make a summary. This requires the teacher's topic to include the knowledge of this class, or to review the knowledge of last class. The distribution of team members should also be reasonable, and it should be fair and just. This allows students to explore independently, think about ways to solve problems from all aspects, and then discuss. This process can enhance students' autonomous learning and cooperative learning ability, and also enhance students' problem-solving ability.
Second, innovative teaching methods to cultivate students' innovative ability
Although mathematics is a rigorous science, it is to solve the correctness of the answer or method of the problem. We can think about a mathematical problem from many aspects and then adopt various solutions. However, the traditional primary school mathematics education seriously restricts students' innovative thinking. When encountering problems, the teacher will tell the students the standard methods, and then the students will think according to this idea. Next time you encounter similar problems, students can? Draw a gourd ladle Make the correct answer according to the previous problem-solving mode. Although this method can increase the correct rate of students doing problems, it reduces the chances of students' innovation. In this way, the method of solving mathematical problems will never be simplified. Innovative teaching method is not only the innovation of teaching methods, but also the transmission of innovative ideas. Like what? Butterfly effect? Similarly, use teachers' innovation to drive students' innovation. Innovative teaching methods different from traditional teaching methods are adopted to show mathematics in front of students in a multi-dimensional and three-dimensional way, so that they can think freely and solve problems freely. Compared with the traditional template-based problem solving method, the method you come up with may be more complicated and troublesome, but it is a sign of daring to try. This spirit is the spirit needed for learning. Don't give up if you don't do it right? Perseverance is the perseverance needed for learning. Teachers should put themselves at the same height as students in teaching. Only in this way can teachers listen carefully to students' problem-solving opinions, adopt students' problem-solving methods and promote innovation. In addition, teachers can also listen to students' opinions on the innovation of teaching methods. Don't think that students don't know how to teach and their views are not practical. But after all, the object of teaching is students, and students know what kind of teaching methods they like, what kind of teaching methods they can accept and what kind of teaching can arouse their interest. May students give their teachers advice? Idealized? However, teachers can find new teaching methods suitable for students as long as they make some modifications or integrate feasible elements into their own teaching. Other teachers' innovative teaching methods should also be used reasonably and must not be copied. Because the objects used are different, we should modify them according to our own students and teach them in accordance with their aptitude.
Author: Tang Shiming Work Unit: Shibei Primary School, Wushan County, Chongqing
The third research on the teaching method of primary school mathematics
1. Reasonable grouping
Cooperative learning embodies the cooperative ability of a group and makes students understand the importance of unity and cooperation. Cooperative learning should first be grouped reasonably. Generally speaking, a cooperative study group of four people is the most suitable and best to follow? Proximity principle? Select team members. If you are a young student, you can work in pairs, that is, sit at the same table. Reasonable group building is convenient for members to cooperate, at the same time, it can stimulate competition among groups, and it is easy to form a harmonious learning atmosphere. Students can complement each other and make progress together. The construction of the Youth League should pay attention to the combination of excellent, medium and poor students and the complementarity of various external factors such as personality, hobbies, learning ability and height among students. Intra-group heterogeneity, inter-group homogeneity? Principle of [1]. After the group assignment is completed, democratic recommendation should be made, the group leaders should be elected, and the main points and tasks should be assigned according to the personality characteristics of other members of the group. This distribution ensures that each member can play his best level and complete the task quickly and successfully. After completing their respective tasks, each member should be allowed to try another role, so as to make up for their own shortcomings and gain more experience [2]. Like teaching? A small shop? In this chapter, teachers can start in class. Shop? Students' small toys and stationery are all items in the store, while students play various roles such as customers, store managers, shop assistants and cashiers. At this time, teachers need to divide students into reasonable groups, such as customer group, cashier group and clerk group. In this teaching activity, if there is no grouping or unscientific grouping, it will easily lead to confusion and reduce the efficiency of cooperative learning.
2. Cooperation among scientific groups
In primary school mathematics teaching, not every learning content needs cooperative learning. Teachers should choose the way suitable for students' learning based on the actual situation of students' acceptance, teaching environment and equipment, and the right time. If the teaching content is more acceptable to students, let students finish their studies independently or teach collectively; If there are many knowledge points and the content of learning is complex, it can be carried out in groups, which is cooperative learning [3]. Whether students can fully appreciate the fun of cooperative learning mainly depends on whether teachers adopt effective guidance methods. Teachers should respect every participating student in the process of carrying out activities, regardless of? Poor students? Or gifted students, should be treated equally, especially those with poor academic performance, should spare no effort to protect their fragile hearts and try to eliminate their sense of inferiority. Teachers should also keep abreast of the learning situation of each group and give comments, suggestions and encouragement to each group. One of the important conditions to make cooperative learning effective is: sufficient study time. The teacher let the group operate, study, discuss and exchange ideas, so that each student has the opportunity to speak and ask questions, so that students can complement each other and make progress together. This requires teachers to leave enough time for them to think independently. Only by solving the problem will they be suddenly enlightened and memorable, and cooperative learning will have a significant effect [4]. Like teaching? Understanding of the circle? In this chapter, the teacher can divide the class into five groups, and let the students find the round objects in their lives in groups to see which group finds the most objects. Round? After learning the relevant knowledge, teachers can cooperate in groups, that is, let students practice in groups to see which group can draw a circle more accurately and accurately measure the radius and diameter of the circle drawn. Teachers need to actively guide students in this process.
3. Pay attention to the evaluation of individuals and groups
In cooperative learning, teachers' evaluation, suggestions and encouragement to students are very important, which plays a great positive role in students' future study. Therefore, teachers should pay attention to students' evaluation and think carefully before they can say every comment. To do this, teachers should first combine individual evaluation with group evaluation, attach importance to both individual evaluation and group evaluation, affirm the importance of individuals in group cooperation, and praise the cooperative and mutual assistance relationship between students; Secondly, we should pay attention to the evaluation of the learning process and learning results, especially the evaluation of the learning process, affirm the performance of students in the process of cooperation, and give corresponding guidance to the problems existing in the process of cooperation, so that students can correct their mistakes in time [5]. To sum up, group cooperation is an effective teaching method in primary school mathematics classroom teaching. It can not only help primary school students learn basic mathematics knowledge, but also cultivate their cooperative spirit. At the same time, it can enliven the classroom atmosphere, improve students' learning enthusiasm and help improve teaching efficiency and quality.
Author: Wang Jingkun Work Unit: Yangjiayingzi Boarding School, Baling District, Zuo Qi City, Chifeng City.