Journal of Mathematics Teaching and Research in Primary Schools 1
Mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create various effective situations, provide students with opportunities to learn mathematics activities, and stimulate students' interest in learning mathematics and desire to learn mathematics well. Especially for primary school students, intuitive, concrete and vivid ways can attract them more, so I create various situations in classroom teaching to attract students' interest in learning and let them participate in mathematics learning better. For example, the teaching of multiplying two numbers by two numbers is about to end. Review the teaching of this unit, mainly from the following aspects.
First, combined with the actual life of students, create situations and creatively use teaching materials.
I remember that at the beginning of the first class, as soon as I entered the classroom, I saw the extracurricular reading materials reissued by Xinhua Bookstore neatly placed on the podium. I had a brainwave, why not use this ready-made teaching resource? Pick up one of them and tell everyone that this book has 74 pages. If there are 12 such books now, how many pages are there? How to solve the formula? /kloc-where is the book of 0/5? What about 20 books? Say the names of the students and write them on the blackboard. Ask the students to answer vertically. This not only makes students feel that mathematics comes from life and closely serves life, but also stimulates children's interest in learning mathematics.
Second, the use of independent exploration, cooperation and communication learning methods.
Since students can already calculate two digits multiplied by one digit, and integer ten multiplied by integer ten, transfer learning method can be adopted for the content of this unit, and students' subjective role and autonomous learning ability can be fully exerted by trying to calculate by themselves and then comparing and summarizing. I think in class, we should return problems to students and encourage them to solve problems in interaction. In teaching, students can talk about knowledge by themselves, and teachers should try not to talk about it. Teachers who can let students do it are absolutely not arranged; Teachers who can let students find and find reasonable answers by themselves give affirmation. Only where there are irregularities and inaccuracies can teachers make supplementary explanations, and there is no need for teachers to impose their own conclusions on students. This has narrowed the distance between teachers and students and increased feelings. Positive emotions can improve students' mental and physical activity energy, thus improving their thinking and learning potential.
Third, problem group training, taking the old with the new, looking for rules.
The teaching of multiplication oral calculation method with zero at the end of multiplier mainly uses problem set and transfer method to summarize the judgment that the end of product is zero. Let the students find the law in comparison and consolidate the simple written calculation method. The ancients said:? Kiss his teacher and believe in his way? . In order to let students know the truth, we must change the past? A word? Classroom environment, give full play to students' potential, make students no longer bound, and make teaching develop towards democratization and humanization.
Journal of Mathematics Teaching and Research in Primary Schools II
I was deeply touched by the expert's lecture. In fact, mathematics itself is regarded as a tool, which is the eye and key for human beings to understand this complex world. Mathematics provides a unified and rigorous basis for describing the movement and change of things with quantification and logic, and provides a powerful tool for expressing the world system that human beings have greatly expanded and achieved great results by constantly deriving new branches of mathematics. There are many application tools involved in daily mathematics teaching, but it is not easy for our teachers to use them well every time, because we need to know the application scope and teaching value of these tools.
Mathematics teaching is the process of mathematics activities. The process of mathematical activities is a process in which students acquire knowledge, develop their thinking and cultivate their innovative ability. Therefore, teachers should strive to create conditions for students' mathematical activities. Mathematical tools? It is an important medium for students' mathematical activities, and its greatest value lies in providing students with practical space. Digital ruler, axis, coordinate system, grid diagram, grid paper, etc. They are all important basic tools in primary school mathematics teaching. Make good use of these? Mathematical tools? The student union has? Do what? Math opportunities, use these well? Mathematical tools? Students will have the opportunity to experience mathematics and experience mathematics.
What are the math tools for students in math learning? Water source? , is it? Compass? , is it? Map? , can bring students ideas, methods and strategies to solve problems. ? Mathematical tools? Its value lies not only in helping students learn mathematics knowledge better, but also in helping students acquire methods of mathematics learning, so that they can have a good attitude when facing new problems and challenges. Recruit? .
Therefore, in classroom teaching, as a teacher, being good at using mathematical tools is one of the strategies to improve the effect of mathematics teaching. Let students use mathematical tools to solve problems. Master basic mathematical tools, make good use of the measuring function of number axis and coordinate system, and use number axis to generate new units to measure length; Create a ruler for measuring parallelism, a moving ruler for measuring circle, a coordinate system for measuring direction and position, an area of a figure, a triangle for measuring right angles, and create special angles by yourself.
Therefore, mathematical tools can fully reflect the useful value in teaching. Useful and valuable is the best! Let our students often see mathematical tools, use them diligently, and become good friends in their studies. In this way, students can understand it and finally use it actively. Therefore, as mentioned in the special topic, mathematics provides a unified and rigorous basis for describing the movement and change of things with quantification and logic, and provides a powerful tool for expressing the world system that human beings have greatly expanded and expressed by constantly deriving new branches of mathematics.
But in class, tools are always just tools. They are just a means to help us study. Not every class can use it, especially in high school mathematics teaching. We should pay attention to using mathematical tools to help students learn, instead of always staying in low-level thinking, we should pay attention to the training of students' thinking.
Journal of Mathematics Teaching and Research in Primary Schools III
I am also a primary school teacher, a humble rural primary school. I think as a good teacher, we should first love, tolerate and get along with children with their hearts. I'm not a god, just an ordinary person. Maybe I made some mistakes at work, but I will try my best to love my little ones. This semester, our math group was established? Life-oriented mathematics teaching? The research theme of.
Teacher Qin and teacher Liu implemented it in the lower grades? Life-oriented teaching of oral arithmetic? Did Mr. Sun and Mr. Zhao try it in the middle and senior grades? Estimated teaching life? And learn to write math diary, the effect is remarkable. Through more than ten classes of classroom teaching discussion, repeated lectures and class evaluation, teachers have a deeper understanding and thinking about the main topics of the school, have a scientific positioning thinking about effective classroom teaching, and have formed a unique opinion on how to effectively teach.
1, classes generally take three levels: first, individual lectures, all lesson preparation groups attend classes, and the training team leader participates; Second, the second trial lecture, in which all training groups attend lectures and the guidance office participates; Third, the open class, the open class of the school, all teachers and school leaders participate.