1 how to teach mathematics in senior one at different levels
First, start with games, create scenes and create a rich classroom learning atmosphere.
Bruner said, "The best stimulus for learning is interest in learning materials". By creating life situations and linking learning tasks with situations, children's strong interests and emotions can be stimulated, so that students can actively and wholeheartedly devote themselves to learning. Children aged six or seven just entered school and began to learn cultural knowledge, still immersed in the world of play. Thinking about how to play well in my mind. They like to play together. So every time I have a new lesson, I will make up a small game with gestures according to the content of the textbook, starting with the game. There are 46 students in our class. I am in charge of classroom discipline alone, so don't go to class after that class. Use games to lead in and let students listen to me, so that this course can go on. When students play games and everyone participates, they learn all the knowledge I want to teach, and my teaching purpose is achieved. For example, when my name is 1- 10, I will use nursery rhymes and dances to teach my children 1-65438+.
Second, the application of multimedia can stimulate students' emotional needs of obtaining information and learning new knowledge.
When I was a freshman, there was a math class in our class, which was really "terrible". No one in the classroom listens to me at all, because they all know, but they can't, so I use my best multimedia to teach. Multimedia sketches a colorful audio-visual learning environment for primary school students, which is the channel to optimize students' access to knowledge and information. The use of multimedia courseware in classroom teaching is not only informative, but also illustrated, which is very consistent with the psychological characteristics of first-year students. It can not only strengthen students' memory, but also show students unlimited knowledge space and stimulate students' emotional demand for information and new knowledge.
Third, let students feel the practicality of mathematics by connecting with real life.
The most important thing is to connect with students' real life. Mathematical knowledge comes from life and ultimately serves life. How to make boring mathematics lively, interesting and easy to understand? We should start with classroom teaching, talk about mathematics in connection with real life, mathematize children's life experience, and make mathematics problems come alive. For example, when teaching picture application problems, you can make up a word application problem like this: On Sunday, dad bought a small box of big red apples *** 10, and you and your brother ate four. How much is left? If you eat 4 in 10, subtract 4 from 10 to get 6. Another example is teaching Xiao Ming to write nine words, and he has already written six. How much more does he have to write? " In this application problem, the teacher drew 9 squares, wrote 6 words in 6 squares, pointed to the remaining squares and asked the students "How many more to write". Writing a word is equivalent to removing (gesturing) a grid (because this grid can't be written anymore). How many grids should be removed when writing six words? How to remove it? In this way, students will soon understand that they have to write a few words by subtraction and subtract the written number from the total. There are many such examples. As for how to express it so that different students can understand it better, it depends on the teacher's understanding of students and the way to guide them.
2. Optimize mathematics classroom teaching strategies
Closely connect with real life and realize teaching value.
As we all know, primary school mathematics has always been known as "difficult to learn", and this subject not only embodies strict logic and high abstraction, but also has strong practical application. In daily life, all kinds of math problems can often be seen everywhere, but teachers often ignore the practical application of math teaching intentionally or unintentionally. Therefore, as teachers, we should make every effort to close the distance between students' life and primary school mathematics classroom teaching, so that students can become "happy people" in mathematics learning and stimulate their interest in learning. In daily teaching activities, life should also be closely linked with mathematical theory, so that mathematics can be "concretized" by students and freed from the abstract symbol "ocean" to show the value of primary school mathematics classroom teaching.
Group cooperative learning to stimulate learning enthusiasm
The new curriculum requires a fundamental change in traditional learning methods, and one of the effective learning methods is group cooperative learning. With the help of this form, students can form a relationship of "complementary advantages", shape their world outlook and outlook on life in the process of activities, promote an efficient and high-quality all-round development system, and show the teaching quality of primary school mathematics. For example, in the process of explaining the content of addition and subtraction, teachers can arrange students to carry out their own teaching activities in groups, so that students can "find" their own tasks and discuss knowledge points with each other in groups. With the help of this teaching method, students can effectively form the relationship of "exchanging what they need". On the one hand, students can acquire knowledge; On the other hand, it can also shape students' competitive quality.
Attach importance to teaching reflection and improve teaching quality
In the process of improving teaching quality, a very important activity link is reflection. Therefore, no matter what class you take, whether you are a teacher or a scholar, you should carry out sufficient teaching reflection activities. With the help of teaching reflection, teachers can effectively master students and make corresponding progress in education and teaching. Students can also "study normally" with the help of constant reflection, so as to promote the formation of classroom reflection habits as much as possible. Therefore, as teachers, we should take various ways to "dynamically" guide students to reflect on the corresponding classroom teaching forms and teaching contents, so as to "maximize" the positive role of primary school mathematics classroom teaching. For example, teachers can arrange for students to carry out collective "classroom reflection" activities after classroom teaching, and then carry out collective "summary exchange" activities in the next class, effectively pay attention to the shortcomings in the improvement process, and use them in subsequent classroom teaching to improve the quality of education and teaching as much as possible.
3 strategies to stimulate interest in mathematics learning
Try to practice and satisfy your curiosity.
Pupils are very curious and competitive. Teachers can make use of this feature in teaching and try to practice to stimulate students' interest in learning and desire for knowledge. For example, when teaching "Fractions into Decimals", let students convert 4/3, 7/25, 1/3, 7/22 into decimals, and then the teacher asks: What kind of simplest fractions can be converted into finite decimals, and what kind of simplest fractions cannot be converted into finite decimals? Can you find the law by division calculation? Because students are eager to discover laws through practice, their enthusiasm for learning can be high and their interest can be greatly increased. Teachers can guide students to observe several equations of fractions into decimals, analyze and compare them, and thus get the law of fractions into decimals.
Clever questions to stimulate interest in learning
Teaching is artistic labor, and teachers' vivid language, proper posture and gestures, and clever design of various heuristic questions play an important role in stimulating students' interest in learning. Therefore, we should pay great attention to our own mathematical language in teaching. No matter when reviewing old knowledge and introducing new knowledge, or when carrying out new lessons or consolidating new knowledge, we should pay attention to skillfully designing some thoughtful questions to stimulate students' interest in learning and make them have a strong desire to learn. For example, when talking about "the preliminary understanding of multiplication", the teacher can ask the students to calculate the sum of the same addend first, or the teacher and the students can have a calculation contest, so that they can ask the teacher why they can calculate the result immediately, or it is more troublesome to propose such a continuous addition. Is there a simpler calculation method? What is a simple way to find the sum of several identical addends? By asking questions at different levels, students' interest in learning can be continuously cultivated.
Adopt a variety of practice methods to adapt to students' psychological characteristics.
Attention is unstable, not lasting, and after focusing on something for a period of time, it begins to disperse and likes variety, which is another psychological characteristic of primary school students. Therefore, various teaching methods should be adopted in teaching to cultivate students' interest, especially the connection between classes, so as to avoid monotonous forms and simple mechanical repetition. Otherwise, it is not conducive to stimulating students' interest in learning. For example, in the teaching of lower grades, teachers can use games to teach and transfer students' interest in games to their studies, such as oral calculation, relay by writing, finding passwords in groups, finding friends, driving trains and winning red flags. In advanced teaching, teachers can take measures such as watching who can solve quickly, who can solve more, who can compile quickly and accurately (self-compiled application questions), which can not only stimulate students' interest in learning, maintain an active classroom atmosphere, eliminate study fatigue, but also help students consolidate their knowledge.
How to make students like mathematics
Carefully lead in to stimulate students' interest in learning
Primary school students' attention is not easy to concentrate, and it is difficult to maintain a high degree of concentration in the whole class. Ten minutes before class and ten minutes after class are the most distracting time for students. At the beginning of class, whether it can attract students' attention and arouse their enthusiasm for learning plays a very key role in maintaining students' learning attention and stimulating students' learning interest in the whole classroom. As the saying goes, "A good beginning is half the battle." Teacher Yu Yi, a special-grade teacher, said: "To cultivate and stimulate students' interest in classroom teaching, we must first grasp the link of introducing new courses and firmly attract students from the beginning. "A good lead-in is like a magnet, which can attract students tightly around, concentrate students' attention in the shortest time, stimulate students' enthusiasm for learning, and enable students to enter the best state of learning and thinking in the shortest time. For example, when I was studying the section "Numbers divisible by 3", I told my students that they could count at will, and I could immediately judge whether this number was divisible by 3. The students were dubious about this, and many students provided several figures for me to judge. When I spoke the answer quickly, the students immediately began to check and found that my answer was completely correct. The students were very surprised They want to know why the teacher can accurately judge whether this number is divisible by 3 without calculation. In this way, students' interest in inquiry arises spontaneously.
Ingenious problem
Learning begins with thinking, and thinking begins with doubt. Asking questions can stimulate students' curiosity, inspire students' thinking, and help students actively find, analyze and solve problems. Therefore, in teaching, we should give full play to the role of questioning, put forward questions with thinking value, stimulate students' positive thinking and exploration, and thus guide students' learning to develop to a deeper level. For example, when studying the internal angle of triangle and this content, I put forward such a thoughtful question after explaining it. If a triangle is divided into two parts, what is the sum of the internal angles of these two small triangles? Put two small triangles together to make a big triangle. What is the sum of the internal angles of this big triangle? For these two questions, some students are confused by the topic. They think that two small triangles are put together to form a big triangle, and the sum of the internal angles of the big triangle should be the sum of the internal angles of the two small triangles, which is 360 degrees, but this is contrary to the sum of the internal angles of the triangle is 180 degrees. At this time, I let the students use paper to do the operation themselves. Through spelling and cutting, the students found that the split triangle divided an edge into two angles, and the combined triangle put the two angles into a right angle, which became an edge of the newly combined triangle. This operation process enables students to have a deeper understanding of the sum of the internal angles of a triangle. This is conducive to the formation of students' mathematical thoughts and methods, and to cultivating the rigor of students' logical thinking.
Classroom guidance to cultivate students' interest in learning
Stimulating students' interest in learning and paying attention in the lead-in session is only half the battle. Next, the main part of the class should be guided by cameras to keep students' attention and stimulate their enthusiasm for learning. For example, after the successful introduction of "Numbers Divided by 3", I told the students that I had no special function. The reason why I could quickly and accurately judge whether these numbers were divisible by 3 was because I had mastered a law, and then I asked the students to observe the characteristics of these numbers that they had just asked the teacher to judge to summarize the characteristics of numbers divisible by 3. Students guess many kinds, for example, the last digit is a multiple of 3, and the single digit and the tenth digit are multiples of 3. I quoted the data one by one to the students for verification, and the students found that all the guesses just now were incorrect. At this time, I guide students to think again. At this time, some students boldly put forward: I found that the sum of these numbers and the number on the tenth number can be divisible by 3, and this number can also be divisible by 3. Then list some numbers and verify that they are correct every time, so that students can master the characteristics of numbers divisible by 3. The students discovered the rules themselves, and their faces showed a happy look, which truly realized the students' dominant position and enjoyed the joy and pleasure of success. This is much better than the teacher explaining directly and giving the answer without any suspense. In this learning process, students actively use their brains, take the initiative to participate, their thinking is activated, they experience the active construction of knowledge, realize the fun of learning, have a positive emotional experience of learning, and effectively cultivate students' interest in learning mathematics.
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