1. Inappropriate situation creation.
As for "creating situations", some classes only create situations to stimulate students' interest in learning, which has little to do with the content of this class; Although some courses can stimulate students' interest in learning, there are no thoughtful questions or too many questions that can be raised, which are of little use value; Some simply make the scene pictures of textbooks into courseware, which is laborious and time-consuming and has little effect.
The situation creation in mathematics class should serve students' learning, be interesting and of mathematical value, and be closely related to this class. It is also conducive to stimulating students' questions, from which we can put forward the mathematical problems to be explored in this lesson. After students ask questions, they can organize students to explore this question, thus entering the inquiry process.
2. Group cooperative learning is a mere formality.
The change of learning style is a highlight of this curriculum reform. "Mathematics Curriculum Standards" points out that "effective mathematics learning activities cannot rely solely on imitation and memory, but hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics". Now, we see that almost all math classes are group cooperative learning, which seems to have become a fashion, especially in open classes and observation classes. The students form a circle. When the teacher gave the order to "cooperate now", the students took action at once. In some groups, all students are doing the same thing. In some groups, the students haven't even thought about what to cooperate with. When the teacher says "stop", the students immediately return to their original state. After a while, I will "cooperate" after hearing the teacher's orders. When the teacher said "Let's talk in the group now", every student in the group immediately began to speak. You say yours, I say mine. The classroom is very lively, but no one in the group can hear the speeches of their peers clearly, and some don't even know what they are saying. When the teacher asked the group to choose a representative to speak, some students "represented" the whole group and became special "speakers", while more students were just bystanders.
Group learning is an important way of learning, which can effectively make up for the shortage that a teacher can't face many different students, and is conducive to cultivating students' sense of competition and spirit of cooperation. However, from another perspective, group learning is just one of many learning methods. Therefore, cooperation and communication should first be stimulated as a kind of consciousness, and then cultivated as a kind of ability. In the process of mathematics classroom, the appropriate time to adopt group learning is generally: when the individual operation conditions are insufficient and need help, when it is difficult to explore independently and need mutual inspiration, when different opinions need to be exchanged, when students compete to speak, when teachers can't satisfy their desire to express, and so on.
3. The utilization rate of teaching materials is too low.
In the process of educational reform, teachers' views on curriculum and teaching materials are constantly changing. However, due to the one-sided understanding of the concept of "teaching with textbooks instead of teaching textbooks", some primary school math teachers have gone into a misunderstanding in the process of using textbooks. Most courses have the same characteristics, and there is no reading or practice. Courseware replaces textbooks after a class.
In fact, every textbook embodies the wisdom and hard work of many experts. From theme map to situation creation, from examples to exercises, they are carefully selected and designed according to the requirements of curriculum standards. Textbooks are the basis of our teaching and students' learning. Whether some conceptual and regular things expressed by students in their own language are complete and accurate makes students read more systematically and accurately. The exercises are in the book, and every student has a textbook, which can be opened for use. In our classroom teaching, we advocate returning to nature and using teaching materials. This is seeking truth from facts. This is the most real class, saving time and efficiency. Why not? As teachers, we should deeply understand that we should not only respect teaching materials, but also use them creatively. Teachers are not faithful executors of teaching materials, but reasonable developers, so they should make good use of "teaching materials".
4. Only pay attention to the preset, not the generation.
Most teachers have written down what they want to say before class, and some even memorized the teaching plan. After class, they started teaching by default, only paying attention to the progress of her teaching, ignoring the mistakes in the students' answers, and the students put forward some original opinions and ignored them. This is a typical task-based teaching, going through the motions. After listening to such a class, I always feel a little inadequate-the classroom generation is not enough.
The real classroom can't be completed by default. Students' learning and teachers' teaching are isomorphic. Students are also an important part and producer of teaching resources. Teachers should be kind to students' mistakes or individual opinions, seize opportunities in time and turn them into valuable teaching resources.