Teaching objectives are the starting point and destination of teaching activities and the main basis for evaluating teaching activities. To improve the efficiency of mathematics classroom teaching, it is necessary to formulate a complete and clear classroom teaching goal. When making teaching objectives, I try to grasp the relationship between the knowledge structure of teaching materials and students' cognitive level, and consider comprehensively from the aspects of knowledge and skills, process and method, emotion and attitude, so as to be concrete and practical. On the basis of clear teaching objectives, the teaching design is optimized. In teaching, I presuppose according to the students' learning foundation, learning rules and the characteristics of the students I teach, and consider the possibility of students' learning activities as much as possible to enhance the openness of presupposition. For example, when dealing with some problems, we can adopt a variety of schemes, flexibly choose the scheme according to the actual situation of the students in the class, and preset the various situations of the students in advance, especially considering the different teaching schemes designed for students at different levels, so as to implement the teaching objectives.
Second, teaching design should pay attention to the overall structure of a class and the characteristics of different class types.
In a math class, we must grasp the essence of mathematics, and the math class should exude a strong taste of mathematics. When the colorful flags are flying, one or more faces must belong to mathematics, so that there will be more attractive math classes.
As a good math class, we should have a clear structure. In fact, as long as it is carried out around the teaching objectives, people will feel that the structure is clear. For example:
The teaching of concept course pays attention to rationality and evidence.
In the new curriculum of primary school mathematics, many courses are conceptual courses. The concept class should pay attention to the accurate connotation and rich extension of the concept. Before teaching concept class, I should think about how mathematical concepts are formed and how to guide students to grasp the essence of concepts. In the concept class, when children make mistakes, what are the reasons why students make mistakes? What makes students unable to understand the concept? When a child makes a mistake, does the teacher guide the students to find the cause of the mistake and sum up the ways not to make mistakes? When the child answers the question, does the teacher give him sufficient judgment basis? I can reflect on these problems in class or after class, find out the reasons in time, make up for them in time and form down-to-earth teaching.
Skills teaching should pay attention to actual effect.
There are many skills classes in math class, such as calculation skills, measurement skills, data collection skills and so on. When cultivating operation skills, we should pay attention to the organic combination of oral calculation, written calculation and estimation, and really give full play to the respective advantages of different algorithms. For example, in surveying teaching, we should also design the teaching reasonably and give full play to the different advantages of different surveying methods and tools. I attach great importance to the design of students' mathematical activities. I think a lot of things can only be impressed by doing it yourself. Skills need to be trained, just like teaching in class can't swim. Many skills need to be trained by students in the process of personal experience.
Innovation in practical teaching.
The function of practice class is not only to consolidate, but also to deepen. Practice class pays more attention to the comprehensiveness of teaching content. I think the practice class is not fried cold rice, but cooked Yangzhou fried rice. In the process of practice, we should practice new ideas. In fact, wonderful practical lessons are sometimes more exciting than new lectures. Practice class contains thinking methods, just like letting students eat new nutrition in fried rice. Therefore, my design practice is hierarchical, from easy to difficult, from simple to complex, with both slopes and spans; When designing exercises, I also took into account the needs of students at different levels, that is, let middle and lower students "eat well" and let outstanding students "eat well". Moreover, the practice should be diversified, and in order to consolidate the concept, we should choose basic variant questions; Choose judgment questions and multiple-choice questions to correct mistakes; In order to broaden our thinking, we should choose a variety of options and solve many problems. At the same time, I also make full use of oral answers, written calculations, quick answers, blackboard writing performances and other forms to stimulate students' interest in practice and improve practice efficiency.
Third, optimizing teaching design should optimize the exploration of new knowledge: the exploration of new knowledge is the central link of classroom teaching and the main way to learn knowledge, cultivate ability and perceive methods. In order to give full play to its due function, I have done the following in the design: (1) We should create a scene of mathematical thinking, so that students can fully develop their thinking and participate in learning activities. When I inspire and guide students, I often have doubts about the growing point of knowledge, especially when students can't solve new problems with the original knowledge and methods and get into a confused predicament. This is not only the focus of the contradiction between old and new knowledge, but also the best situation for teachers to inspire and guide, and it is also a good opportunity for students to develop their thinking. Therefore, when designing teaching, I should pay attention to exposing the difficulties, obstacles, mistakes and doubts in students' learning process, and guide students to try, discover and solve them themselves; Second, pay attention to discovering the bright spots of students' thinking and praise them in time, encourage students to put forward creative opinions and enhance their self-awareness and self-confidence. At the same time, we should pay special attention to students with learning difficulties and give them more guidance and help, such as some simple questions for them to answer and some simple exercises for them to perform and experience the joy of success. (2) In the whole process of exploring new knowledge, we should embody the idea that students are the main body and teachers are the dominant ones, and students are the main body of exploring new knowledge. What students can answer is said by students, and incomplete is allowed to be supplemented; All students can do experiments and let them do as much as possible; Let the students sum up what they can; Let students evaluate whatever they can, but let them evaluate each other. In the process of exploring new knowledge, the leading role of teachers refers to methods, ideas and concepts, guiding and encouraging students to think independently, actively practice and actively explore.