First, create a harmonious classroom teaching environment and establish a sense of service.
Teachers should establish a sense of service in the classroom, return the right of "playing" to students, assign the task of "doing" to students, give them the opportunity of "speaking" and leave the mission of "creating" to students. Thus, students will be pushed from the passive position of accepting knowledge to the stage of independent exploration and acquisition of knowledge, so that students can truly become the masters of learning. Teachers boldly let students set their own goals, and preview, try, operate, explore and summarize according to the goals. Strive to achieve: what students can learn by themselves, teachers do not teach; Teachers do not take the place of what students can do themselves; The teacher didn't hint at anything that could make the students speak for themselves.
2. Cultivate students' independent consciousness and encourage students to question and innovate.
In classroom teaching, students are the main body of learning, and teachers are only the guides of students' learning, providing students with appropriate help and guidance, coordinating students' learning situation, solving individual problems encountered by students and promoting their learning process. Practice has proved that the more obvious the active participation of students, the greater the effectiveness of classroom teaching, and the more it shows the formation of good study habits. Teachers should encourage students to study independently, think hard and ask more questions. It can be said that all successful people are good at thinking and have the habit of thinking. Teachers must pay more attention to inspiring and asking questions when guiding students to learn, and encourage students to think, ask questions and study problems. Now some students are lazy not only in their hands, but also in their brains. They always want to ask a little question and rely on others. Seeing that the topic was difficult, they asked the teacher. At this time, if the teacher encourages himself, the students may come up with it after careful analysis. If encouragement is not enough, teachers can point out ideas for students and teach them ways of thinking according to their problems. Only when students can think, ask questions and learn can they cooperate and communicate for others. Only when students' individual potential is brought into play can classroom teaching be effective.
Third, to develop effective teaching objectives
Making effective teaching objectives is the premise to realize the effectiveness of classroom teaching. Effective mathematics classroom teaching must have effective teaching objectives, and the design of effective teaching objectives is accurate and clear at first. The formulation of goals should not only pay attention to students' moderate mastery of mathematical knowledge, but also pay attention to cultivating students' mathematical application ability and innovative thinking ability. Secondly, the goal setting should have a certain level. According to the differences of students' cognitive structure and learning motivation, different levels of teaching objectives can be set. According to psychological research, children's abilities, personalities and interests are different due to different congenital, environmental and educational conditions. In the study of mathematics, not only the process of understanding and mastering mathematical knowledge is fast or slow, but also the ability of calculating and solving problems is high or low. Therefore, when drawing up teaching objectives and requirements, on the one hand, the basic requirements of * * * are put forward according to the mathematics syllabus of compulsory primary schools; On the other hand, pay attention to some flexibility to adapt to the individual differences of students. For example, for poor students, under the condition that the basic requirements of * * * remain unchanged, they should be allowed to study more hours than ordinary students and gradually meet the basic requirements of teaching. In particular, it is very difficult to ask a new class 100% students to understand and master some difficult knowledge. Teachers can put forward different requirements according to the difficulty of knowledge and the specific situation of students. At the same time, pay attention to the learning situation of poor students in teaching, be aware of it, and give appropriate help and guidance, so as to shorten the gap with ordinary students and gradually meet the basic requirements of * * *. For students who have spare capacity, they can also raise some requirements appropriately. For example, teach such an application question: "Xiaohua has five story books, and Xiaoming's story books are three times as big as Xiaohua's." How many books do two people have together? " Say the general solution. When practicing, students who have spare capacity can think about the different solutions. In this way, according to the differences of students, putting forward different requirements appropriately is conducive to mobilizing the enthusiasm of all students in learning mathematics, so as to better complete teaching tasks in less time. . The expression of goals is accurate and clear, and different students have different requirements. It is more important to respect the students' main body and start from the students' existing foundation. This teaching goal is designed to be more humanized.
Fourth, optimize the teaching situation
Optimizing teaching situation and stimulating interest is the forerunner to realize the effectiveness of classroom teaching. Interest is the best teacher. If you want to stimulate students' thirst for knowledge, you must build on students' interests. Interest learning can not only make students concentrate, think positively, but even forget to eat and sleep. Only when students study in the "best state of intellectual development" can they acquire more effective knowledge. Therefore, in teaching, we should do everything possible to stimulate students' strong desire for knowledge and enthusiasm for learning, and learning with interest is the simplest and most effective teaching rule. In teaching, vivid, interesting and novel situations can be created according to the teaching content. For example, in the classified teaching design, we can first create a life scene and play a video of two students going to school: two students came home to pick up their exercise books because they forgot to bring them, presenting pictures (1): a messy room in Dongdong, and (2): a tidy room in Linlin. As a result, Dongdong was still looking for it when Linlin got it. Why? This situation naturally leads to the topic, and students' interest is also mobilized. Then, create the life scene again and play the video. The picture shows the scene where the bell of the interest group rings and the students enter the painting class, calligraphy class, football class and dance class. The teacher asked them why they walked into different classrooms. Then, you can also play books in bookstores and goods in supermarkets. In this way, students throw themselves into the life situation created by the classroom and master knowledge unconsciously in the situation. Students not only study easily and happily, but also greatly improve their learning efficiency. They enter the learning state happily and experience the whole process happily.
Verb (short for verb) pays attention to the process.
Attention process should give students four major concerns, which is the key to the effectiveness of classroom teaching.
1. Pay attention to students' learning style in class. Today, with the new curriculum reform, everyone agrees that inquiry and cooperative learning are the best ways. But I personally think that meaningful receptive learning is also very important for students' effective learning. We can organically combine meaningful receptive learning with inquiry learning. Pay attention to the integration of knowledge formation process and knowledge learning and application methods into a new knowledge structure.
2. Pay attention to students' original experience in class. The integration of curriculum elements should effectively awaken students' sleep experience and make them excited and active. Under the active guidance of teachers, students should actively reorganize and transform their effective experience according to the teaching needs, and the generated content should effectively serve the implementation of preset goals. Therefore, it is very important to activate students' previous learning experience in order to make classroom teaching effective.
3. Pay attention to students' learning experience in the classroom. Students' learning experience generally comes from strong cognitive conflicts. They solve problems and gain experience in their personal understanding and practical activities. Constantly strengthening and expanding learning experience is conducive to accumulating new experiences for follow-up study. At the same time, our teachers should clear the necessary information channels for students in teaching, make teaching more open and dialogue, and at the same time enable students to process their thinking ability under the information background and form the result of new thinking. The formation of learning experience and information consciousness is also a necessary means to ensure the effective completion of classroom teaching.
4. Pay attention to students' learning status in the classroom.
Traditional teaching pays attention to the results of students' learning. Modern teaching pays attention not only to the results of students' learning, but also to the process of students' learning. In the process of organizing classroom teaching, we should always pay attention to students' learning situation and capture their eyes, expressions and movements. What students think, say, explore and experience in class becomes the focus of classroom evaluation. The author requires students to complete the exercises in the book independently. Suddenly, all his life, he said loudly, "There is a pigeon whose letter can't be delivered." The author smiled and asked which one it was, and other children rushed to answer: "15-9." In the vast activity space left by the teacher, the children found extra conditions themselves, which shows that students are the masters of learning. Imagine that if the author immediately criticized the voice that appeared rashly at that time, not only the students' thinking would stop, but even the enthusiasm of other children would be affected. Cai Linsen said: "Concepts, laws and truths are worthless when they are spoken by teachers. Students must feel, experience and discover through self-study and discussion. "
In a word, classroom teaching is a profound knowledge with strong artistry. There are many factors that affect classroom teaching, such as teachers, students, teaching materials and classroom environment. In order to improve the teaching quality, we must be guided by the teaching theory, through our own continuous practice, summary, improvement and innovation, skillfully use the effective strategies of classroom teaching, and really improve the quality of classroom teaching and students' learning.