Listening to lectures is the first door to receive information in class. Whether students' listening ability is strong or not is the primary factor to determine how much information they accept. In class, I ask students to listen carefully, mainly using the method of active guidance. The children in grade three are really cute. As teachers, we should love them like our own children and treat them with praise. I will praise so-and-so students in time when they see that they are paying special attention to the class. Teachers can hint hopefully when they see some students who are not listening carefully.
Sophomore students have more vivid thinking because of their special age characteristics. In specific teaching, I pay attention to the diversity and intuition of teaching forms, try to attract students' attention by using teaching wall charts and teaching AIDS, and practice with various games to continuously stimulate students' interest in learning. Because interest is the best teacher for students and the golden key to open the door to knowledge. If primary school students have a strong interest in mathematics, they will have a strong thirst for knowledge, show special feelings for mathematics learning and enjoy learning. This is the so-called "no burden under the fun of learning". Over time, it is easy to form the good habit of listening carefully in class.
Second, the habit of speaking boldly.
Strengthening the training of speaking and cultivating the habit of speaking in teaching will help students to feedback learning information, enable teachers to grasp students' understanding of problems in time, facilitate targeted measures, cultivate students' oral expression ability and promote students' thinking development.
In the class, there are always some children who dare to speak, and many students are timid and afraid to speak. In view of reality, I always motivate and inspire those who are afraid to speak. In teaching, I give timely praise to those students who love to explore and are willing to take the lead: ×××× students are really courageous and answer questions loudly; Xxxx students really use their brains; What you said is great. Wait a minute. For those students who are not good at speaking and are afraid of speaking, I will give them expectant eyes and encouraging eyes, give them proper guidance and timely guidance, and enhance their courage and confidence. As long as they can speak, even if their voices are outrageous, I will treat them with encouragement and make him feel that he can speak, even if he is wrong. For example, when the bold speaker expresses his ideas, I give the fearful speaker a chance to repeat and imitate, and encourage him: "You speak very well, too." In order to arouse their enthusiasm. For another example, for those simple questions in class, I gave the frightened speaker a chance to speak and encouraged him in time: "You answered correctly and made great progress." Some students answered incorrectly, so I improvised: "You can speak boldly. Although your answer is not completely correct, you have made progress. The teacher believes that you will get it right next time. " Teachers can praise and encourage children who are just in the first grade, and he will feel very happy and glorious, which will increase his courage and confidence in speaking.
Third, develop the habit of hands-on operation.
Hands-on operation is an important means for children to understand things. Children gain direct experience in hands-on operation, "thinking while doing, learning while using". I firmly believe that students can truly "understand" only when they really have "feelings".
In order to facilitate the first-year students to understand and master abstract mathematics knowledge, the textbook arranges a lot of hands-on activities such as "dividing a point", "posing a pendulum", "drawing a picture", "drawing a circle" and "counting". Students can accumulate "key experience" in their study through intuitive and concrete operation activities. These experiences cannot be taught and must be experienced by students themselves. For example, in the teaching of "separation and combination", the teacher asked the students to put four peaches on two plates with the help of learning tools: one plate put 1 and the other plate put 3; Put it on the plate.
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2, put 2 on the other plate; Put 3 on one tray and 1 on the other tray. With this operation process, the division and combination of abstract numbers are clearly expressed, and the transition from image to abstraction is realized. For another example, when teaching "Understanding of Cubes and Cubes", I first introduce common objects such as refrigerators, chalk boxes and ink bottles, and then ask: Who knows what shape it is? At the same time, let the students discuss and explore the characteristics of cuboids and cubes, and say a lot at once. Finally, I asked the students to make a cube and a cuboid out of cardboard respectively. In this way, students have a perceptual knowledge of abstract cuboids and cubes, easy to remember and know how to use them, which lays a good foundation for learning their surface areas. Fourth, cultivate the study habit of "hard work".
The primary school mathematics syllabus clearly points out: "Be strict with homework." Homework is the sublimation of classroom teaching. Homework can check students' learning effect, consolidate what they have learned in class and deepen their understanding of textbook knowledge. It is emphasized that finishing homework independently is a good opportunity for students to develop good habits. I ask students to do the following in teaching:
(1) Examine the questions carefully. Examining questions is the premise of solving problems correctly. The method of teaching students reading questions in class requires students to read while reading, emphasize reading more, understand the specific situation and problems of the questions, draw keywords and phrases in the reading process, and develop the habit of marking with symbols. At the same time, for difficult problems, students are required to draw pictures on draft paper or record other problem-solving ideas on draft paper, which cultivates students' habit of solving problems seriously with drafts and improves their problem-solving ability. .
(2) standardize writing. Teaching students how to write homework, from clear numbers, neat and beautiful handwriting to correct format, has standard requirements. Students are required to finish their homework within a limited time. With the time limit, students dare not waste time at will. The results of the competition will encourage and stimulate students' enthusiasm over time.
(3) Careful calculation. Calculus is the most basic skill in primary school students' mathematics learning. We cultivate students' calmness and calmness in learning attitude. You must calculate carefully and don't rush into it. No matter how difficult the topic is, we should take it seriously. Give encouragement and praise to students who are careful and progressive, and set an example.
(4) Check and correct. In the exploration of mathematical knowledge, mistakes are inevitable. I ask students to check carefully after finishing their homework, and find and correct their mistakes.
In short, because of their special age characteristics, it is not enough to rely solely on the work of teachers, and the strength of parents can not be ignored. Therefore, I use every parent-teacher meeting to infiltrate the importance of study habits into parents, make them pay attention to cultivating students' good study habits, and communicate with parents some ways to help students learn, so as to achieve the harmony and unity of family counseling and school education. Only by cultivating students' good math study habits through multiple channels and persistently can we cultivate a large number of useful talents with good math quality.