1 Introduction to Mathematics Teaching Methods
Instructional design should pay attention to students' learning process. Preparing lessons is the premise of a good class, so what is the preparation for preparing lessons? The important guiding ideology of preparing lessons for teachers is not to prepare teachers for how to "teach", but to prepare students for how to "learn". Teachers should pay attention to students' learning foundation and learning state and carefully design students' learning process. It is necessary to fully presuppose which part of the content is difficult for students to learn, how to implement it, which part of the content is easy for students to have objections or unique opinions, and how to deal with it.
Use teaching materials creatively. Since the implementation of curriculum reform, teachers have realized that they should "use" teaching materials instead of "teaching" them. Teachers should creatively use teaching materials, change "dead teaching" teaching materials into "flexible use" teaching materials, and make classroom teaching vivid and effective. Creative use of teaching materials is one of the keys to improve the effectiveness of classroom teaching. Teachers should creatively use teaching materials, first of all, on the basis of careful study of teaching materials, according to their own learning situation and teaching needs, improve and supplement teaching materials, so as to better serve teaching and students. Secondly, teachers should be brave in innovation and boldly "reprocess" and "re-create" the teaching materials to make them more suitable for students' reality and improve the effectiveness of classroom teaching.
2 mathematics teaching introduction method
Teachers can also flexibly adopt various teaching methods such as speaking, reading, guiding and practicing according to the classroom content. In mathematics classroom teaching, teachers should choose examples according to the content of classroom teaching and make a comprehensive analysis according to the difficulty thinking method of examples, but they should not unilaterally pursue the number of examples and pay attention to the quality of examples. According to the specific situation, the answering process can be written entirely by the teacher or only partially. When explaining examples, students should be involved, not filled in by teachers. Teachers should leave more time for students to practice and think. When designing exercises, we should pay attention to effectiveness, diversification of forms, learning coverage and diversification, mobilize students' enthusiasm and initiative in learning, change passive tasks into active exploration and research, cultivate students' innovative consciousness and practical ability, fundamentally improve students' comprehensive quality, mobilize students to participate in learning wholeheartedly, and reflect the effectiveness of teaching.
At the same time, teachers should strengthen feedback to improve the effectiveness of classroom teaching. Feedback is to strengthen the correct cognitive process and conclusion of students' classroom learning in time and correct incorrect cognition and conclusion in time. Only the feedback information with appropriate time and intensity can ensure the best feedback effect. Teachers should adjust teaching methods in time according to students' responses to lectures. Timely feedback of students' in-class exercises can enable teachers to adjust the quantity and difficulty of extracurricular exercises in time and avoid mechanical repetition. The timely feedback of formative test information can enable teachers to adjust teaching requirements in time according to students' cognitive defects and formulate remedial plans and measures, thus improving teaching effect.
3 mathematics teaching introduction method
There is a "life breath". Solve more problems and less mechanical operation. The new curriculum standard points out that the design of exercises should focus on problem solving, and problem solving has also become one of the contents of examination. One of the main differences between solving problems and routine exercises is that practice focuses on finding answers, while solving problems focuses on the process of solving problems and how to find creative methods.
There must be "connotation". The classroom teaching of practical courses should have clear teaching objectives, avoid shooting at will, practice for practice, and even brew a "sea of questions". First, we should study the new curriculum standards in depth and determine the key and difficult points of the textbooks at this stage; Second, we should thoroughly study the actual situation of students' learning. The classroom teaching plan of practice class should highlight the key points and break through the difficulties. In the teaching process of design practice course, we should grasp the key and difficult points of teaching. Choosing key exercises, setting questions, analyzing and explaining, and enlightening and guiding should all help students to understand and master the important and difficult points, prevent unfocused full-truth exercises, and divert and interfere with students' learning of key contents. Make full use of every exercise. Study the textbook carefully, understand the arrangement intention, and make clear the function and function of each exercise. According to the characteristics of class types and the differences of students' knowledge level, the exercises in the textbook should be adjusted, combined and supplemented appropriately, so that each exercise can be used fully, well and properly, and the value of the exercises can be fully exerted.
4 mathematics teaching introduction method
Teaching effectiveness means that in teaching activities, teachers use various ways and means to achieve the best possible teaching effect with the least time and energy input. Classroom teaching is the main position for teachers to carry out teaching activities and the main channel for students to acquire knowledge. Improving the effectiveness of classroom teaching is the eternal pursuit of teachers. So how to improve the effectiveness of teaching, make the math classroom real, simple, bright and vivid, and let the primary school math classroom glow with vitality? The author believes that only by doing the following can we solve this problem better.
Consciously cultivate students' innovative consciousness. Creative consciousness is a kind of will and attitude that always wants to solve problems with new ideas and methods. People with a strong sense of creation can always study problems from an unusual and unique perspective, and have a strong desire and courage to create. Creative consciousness comes from asking questions, and only those who are good at discovering and asking questions can guide him to have creative impulses. Paulia pointed out that "the best way to learn is to find out for yourself. In the process of problem-solving learning, teachers should create an artistic conception suitable for students to discover knowledge themselves. "
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