1 How to prepare lessons for primary school mathematics
1, carefully study the syllabus and clarify the teaching purpose.
Teaching purpose is the starting point and destination of all teaching work, the soul of teaching work and the basis of teaching evaluation. To evaluate a class, we should first look at whether the curriculum is appropriate, whether the teaching measures taken to complete the purpose are appropriate, and how the teaching purpose is completed. In other words, when preparing lessons, a math teacher must first determine the teaching purpose, and then consider what measures should be taken to complete the teaching purpose. To clarify the teaching purpose, it is necessary to study and study the syllabus.
2. Grasp the key points and identify the difficulties.
Whether to evaluate a math class with traditional views or new teaching concepts, whether to highlight key points, break through difficulties and achieve teaching objectives is a very important factor to measure the success of a class. Therefore, when preparing lessons, we must pay attention to the key points and identify the difficulties. Emphasis is often the starting point and main part of new knowledge. Give prominence to the key points when preparing lessons. In a class, first of all, we should ensure that the key contents are focused in time, closely focus on the key points, focus on the key points, guide and inspire students to strengthen their understanding of the key contents, and focus on the classroom, so that the whole classroom can have a soul.
3. Systematically analyze and study the teaching materials as a whole.
Mathematics is a highly systematic subject, and mathematics teachers should prepare lessons carefully and thoroughly according to the principle of "whole-part-whole". This requires teachers to master the overall structure and arrangement system of primary school mathematics textbooks, and master the position and role of "part" in the "whole". Study the relationship between different parts of knowledge, thoroughly understand the key points, difficulties and keys, and carefully design teaching plans. If you prepare and teach a section in teaching and don't understand the relationship between this section and other sections, it will be difficult to talk about thoroughly understanding the teaching materials and achieving mastery through a comprehensive study. Teachers should not only have a comprehensive understanding of the teaching materials, but also deeply understand the editors' intentions. Whether the editor's intention can be understood is an important sign to measure the depth of teachers' understanding of textbooks.
4. Creative use of teaching materials
Creative use of teaching materials is the basic quality that an excellent teacher should possess. Only by creatively using teaching materials can we achieve the perfect unity of teaching content and teaching methods and means, organically combine the universality of teaching materials with the particularity of teaching practice in our region and unit, meet students' needs for learning content and teaching methods to the maximum extent, fully mobilize the enthusiasm of both teaching parties and improve teaching efficiency.
2 Efficient implementation of mathematics teaching in primary schools
First, stimulate the learning motivation of sixth-grade students with correct concepts in mathematics teaching.
The students in the sixth grade of primary school are relatively greatly influenced by external ideas. Therefore, teachers should help sixth-grade students to establish a correct concept of mathematics learning in teaching. Only by letting students establish a correct view of mathematics learning can we really ensure the efficiency of mathematics classroom teaching. Teachers should make students realize the importance of mathematics learning, establish a correct concept of mathematics learning, let students know that mathematics has a wide range of applications in life, national construction can not be separated from mathematics, and every bit of daily life can not be separated from the application of mathematics, so that students can understand that mathematics learning is extremely important for the future, thus stimulating students' strong learning motivation and promoting the effective implementation of mathematics teaching.
Second, we should strengthen the cultivation of good study habits of sixth-grade primary school students.
Good math study habits are extremely important for sixth-grade pupils to learn math knowledge well. Teachers should pay attention to cultivating students' good study habits in daily teaching, and correct some bad study habits that have been developed in time. Starting from the details of daily learning activities, teachers should find students' bad study habits in time and consciously correct them in classroom teaching. It is necessary to cultivate students' good planning habits in the learning process, and be good at making detailed plans when learning mathematics, and strictly follow the plans. At the same time, we should be flexible and adjust in time according to different learning situations, so as to cultivate good habits of planning and promote the effective development of mathematics learning.
Third, innovate teaching methods and means to promote the improvement of teaching efficiency
The foothold of traditional teaching methods and teaching means is often the starting point for teachers to implement teaching methods. The application of classroom teaching methods should focus on teachers' teaching activities. The dominant position of sixth-grade pupils has not been respected as it should be. Teachers are the masters of classroom teaching, and their teaching contents and methods are regarded as the authority of classroom teaching. The sixth-grade pupils only passively accept it, and the classroom teaching atmosphere is depressed, and the teaching effect is not good. Therefore, in order to improve the efficiency of sixth-grade mathematics teaching in primary schools, we must innovate teaching methods and means, take the needs of teaching and the needs of sixth-grade students as the innovative basis of teaching methods and means, and promote the effective implementation of teaching with brand-new teaching methods and means.
3 How to attract students to learn mathematics
Create teaching situations through mathematical allusions to attract students to fall in love with mathematics.
In teaching, many students are not interested in dry math problems at all. We should try to attract students' attention and concentrate their attention on the classroom. You can create classroom teaching situations by telling math stories, because math allusions are not only interesting, but also can make students have strong curiosity and rich imagination, which can not only activate the classroom, but also make students have a happy learning psychology. Students are naturally interested, full of fun and will be more willing to learn.
For example, when talking about Pythagorean theorem, tell a story that Pythagoras discovered Pythagorean theorem when he visited a friend's house. There is also the allusion of "Zhao Shuangxian Diagram" invented by Zhao Shuang, an ancient mathematician in China, which leads to "Gou San, Gu Si and Xian Wu". Through these two stories, students have a preliminary understanding of Pythagorean Theorem, and have the desire to further study and explore Pythagorean Theorem, so as to concentrate on their studies and fall in love with mathematics.
Creating operation activities to let students learn mathematics well by "playing"
In classroom teaching, it is necessary to build a platform for students to operate activities, so that students can understand and master basic mathematical knowledge and skills in independent exploration and cooperative communication, and enable students to complete the cognitive process of "perception-operation-establishment-representation-formation of concepts" in the operation process. When I was teaching "Exploring the Stability of Triangle", I divided the students into three groups. In the first group, I nailed three pieces of wood into a triangular wooden frame and twisted it to see if its shape would change. The second group nailed four pieces of wood into a quadrilateral wooden frame and twisted it to see if its shape would change. In the third group, nail a four-corner wooden frame with another piece of wood, connect its vertices, and then twist it. Will the shape of the wooden frame change? Let the students discuss, and then discuss with each other between teachers and students to reach an understanding, which is summarized by the students. The students in the first group replied: the shape of the triangular wooden frame will not change, that is, the triangle is a stable figure.
The second group of students replied: the shape of the quadrilateral wooden frame will change, indicating that the quadrilateral has no stability. The third group of students replied: the shape of the quadrangle wooden frame nailed with a piece of wood will not change, because after nailing a piece of wood obliquely, the quadrangle becomes two triangles, because the triangles are stable. Because what students learn comes from hands-on practice, students are full of interest and the learning effect is self-evident. Hands-on experiments can directly stimulate the brain to think positively. It not only deepens the understanding, applies what they have learned, but also truly feels the joy of discovery through hands-on practice, so that students can learn mathematics well by "playing".
4. Guide students to actively participate in mathematics learning.
Let students learn mathematics in life.
Mathematics knowledge comes from life and ultimately serves life, especially primary school mathematics, and its prototype can be found in life. Therefore, it is necessary to link learning mathematics with children's lives, guide students to discover mathematics in their lives, and let students realize that there is a lot of mathematical information in real life, and mathematics has a wide range of applications in the real world.
For example, when teaching "Cyclic Decimal", a natural scenery film of spring, summer, autumn and winter is first displayed through multimedia courseware, and the beautiful picture stimulates students' interest in learning, so as to gain a preliminary understanding of the meaning of "Cyclic" from the law of the change and repetition of the four seasons. Then the teacher further inspired: "Can you give some such examples?" Then let the students look for mathematics knowledge in their lives. Some students said: "Every morning the sun rises in the east and sets in the west at night;" The next day, it rises in the east and repeats itself. "Some students said:" There are twelve months every year, January, February, December, after December, January, February and March. " "Seven days a week, Monday to Sunday. "In the context of students' active thinking and participation, teachers introduce new knowledge into learning:" So, is there anything in mathematics? " Cycle? What about the phenomenon? Please try: 1? 3=? 70.7? 33=? "In the calculation and discussion, students have mastered the meaning of circular decimals. In this way, some interesting and close-to-life examples are created as much as possible, and the mathematical prototype in life is displayed in class, so that students can truly feel that there is mathematics everywhere in life, promote students to observe all kinds of phenomena around them with mathematical eyes, and arouse their feelings of loving, learning and using mathematics since childhood.
Using life experience to solve mathematical problems
"Curriculum Standard" points out: "Teachers should make full use of students' existing life experience, guide students to apply what they have learned, and realize the application value of mathematics in real life. "This requires teachers to closely link mathematics teaching with students' life experience, and closely combine textbook knowledge with social life practice, so that students can actively observe, think, analyze and reveal the laws of knowledge in life practice, and then use them to guide life practice, experience the value of research and feel the charm of mathematics. Although the primary school students are young, they already have some life experience and are full of curiosity about all kinds of things and phenomena around them. Teachers should firmly grasp students' curiosity, create situations, set questions, guide thinking, and guide students to actively explore new knowledge and solve new problems with familiar life examples.
For example, when teaching "hours, minutes and seconds", because time units are not as easy to be expressed by concrete objects as length and weight units, they are more abstract. So I designed activities that are closely related to life and students like, such as skipping rope, patting the ball, shaking the hoop and so on, so that students can experience 1 minute 1 second. Then, let the students fill in the time unit according to their own life experience: (1) Xiaohua sleeps 9 times a day (). (2) Xiaohong used 7 () in 10; (3) Xiao Liang spent 20 () on dinner; (4) Xiaoming runs 50 meters with 12 (). In this way, combined with the teaching content, a lively and interesting activity situation close to life is created, and the mathematical prototype in life is vividly displayed in the classroom, so that students can feel that mathematics is full of emotion, close to life and full of vitality.
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