The primary task of how to realize "surprise teaching" in primary school mathematics teaching is to correct the unequal relationship between teachers and students in the past and create a relaxed and harmonious teaching atmosphere. Especially in middle schools, because the psychological development of middle school students is still immature, teachers' words and deeds will have a great positive effect on students. Therefore, in the classroom, teachers should not put on a "shelf" of "respecting teachers and attaching importance to teaching", and the language should be kind and change the top-down teaching method. Whether teaching knowledge, talking with students or tutoring students, we should fully respect and love all the needs of students and strive to be the guide of students' learning.
How to realize effective teaching in primary school mathematics teaching? The new curriculum reform in primary and secondary school mathematics classroom teaching generally has the problems of low teaching efficiency and poor teaching effect. There are many reasons, which require teachers and teaching researchers to seriously study teaching strategies, update their concepts, give full play to their subjective initiative, study teaching materials, master teaching materials, creatively use teaching materials, reform classroom teaching evaluation methods and improve classroom teaching quality. So how to carry out effective teaching? How to improve teaching efficiency and highlight teaching benefits in unit time? First of all, reforming the concept of lesson preparation is an important guarantee for effective teaching. As we all know, to have a good class, we must first have a good class. Our lesson preparation should not only prepare "how teachers teach", but also prepare "how students learn" and prepare lessons from the perspective of students' learning activities. Moreover, no matter how to preset before class, teachers will certainly encounter unexpected problems of one kind or another, which requires our teachers to reflect on teaching after class, then make up lessons, write down their own teaching experience and omissions, and write down the highlights or puzzles in students' learning activities. This kind of lesson preparation is advocated by us, which is the guarantee of effective teaching and the premise of improving classroom teaching and improving classroom teaching efficiency. Second, mastering teaching materials is an important prerequisite for effective teaching. We often find that teachers talk about topics in class, talk about the matter, don't know the priorities, exert themselves on average, and follow the book. The main reason for this phenomenon is that teachers have not mastered the teaching materials. Grasping the teaching materials should focus on the whole, understand the teaching materials as a whole, and systematically analyze the teaching materials from the perspective of contact. Determine the teaching emphasis and difficulty of each unit and each class, and formulate corresponding teaching objectives. For example, the lesson "How many bottles of drinks are there" mainly teaches "how many to add to 9", which is the first lesson of carry addition within 20. It is taught on the basis that students have mastered the addition and subtraction within 10 and the oral calculation of 10, and it is also an important basis for learning calculation in the future. According to the requirements of the standard, the key and difficult point of this course is to realize the diversification of computing legal system and cultivate students' innovative thinking, good thinking habits and cooperative consciousness.
How to implement the teaching reform of primary school mathematics teaching and research depends on the reality of oneself and the school.
How to realize quality education in primary school mathematics teaching, strengthen learning, renew ideas, and implement the teaching thought of quality education wholeheartedly is the concrete embodiment of educational thought in teaching and the soul and commander-in-chief of teachers' teaching activities. Correct educational ideas and concepts can promote the healthy development of education. Incorrect educational ideas and concepts will bring losses to our educational cause.
As one of the important classes in primary school mathematics teaching, there have been the following problems for a long time: first, teachers take explanation as the main teaching form and cannot arouse students' initiative and enthusiasm in learning; Second, students often take memory as the main learning form in the review stage; Third, a large number of mechanical exercises are the main means and forms of knowledge consolidation. This review teaching mode makes teachers focus on consulting a large number of reference books and collecting test questions, and students often feel exhausted. Because of this, "reviewing lessons is the most difficult" and "except practicing or practicing", many math teachers often sigh when talking about the review stage. Indeed, the review class is neither as "fresh" as the new class, nor as "fulfilling" as the practice class. Responsible for checking and filling gaps, systematically sorting out and consolidating the contents of this book and even the whole primary school stage. Then, how to have a good review class, let students enjoy it and improve the review effect? The following combines my daily teaching practice and the discussion of the members of the mathematics teaching and research group to talk about some feelings:
First, be familiar with the objectives and arrangement system and make a review plan.
As a teacher, before making a review plan, we must be familiar with the teaching objectives of general review and the arrangement system of teaching materials, so as to fully understand the mathematics teaching tasks of the first and second periods and realize the training objectives preset by the curriculum standards. The teaching goal of general review, specifically, is to make students better understand and master important mathematical knowledge and basic skills, further optimize the knowledge structure and consolidate the necessary computing ability through general review; Make students have basic mathematical thoughts and experience in mathematical activities, continue to cultivate their preliminary understanding of numbers, symbols, space, statistics and reasoning ability, and further develop their mathematical thinking; Make students accumulate some experience and methods to solve problems, better apply mathematical knowledge to solve practical problems, and lay a solid foundation for the third phase of mathematics learning. As far as textbooks are concerned, there is a lot to review. The content of textbooks is divided into four areas: numbers and algebra, space and graphics, statistics and possibility, and comprehensive application, and due attention is paid to the exchange and integration of content in different fields. Reviewing in different fields is convenient for sorting out knowledge and organizing a reasonable knowledge structure. Review by stages is helpful for teaching to grasp the key points of review, allocate time reasonably and evaluate the teaching effect according to the requirements of curriculum standards. Before making a review plan, we should fully understand the students' learning situation and find out the difficulties and doubts that students have in their previous studies. Grasp the specific content of review, implement the spirit of curriculum standards, and make review targeted, purposeful and feasible. Curriculum standards are the basis of review, and teaching materials are the blueprint of review. We should seriously study the curriculum standards, grasp the teaching requirements, and make clear the key and difficult points, so that the review can be targeted and get twice the result with half the effort.
Second, group cooperation, combing the knowledge system
Ushinski famously said, "Wisdom is just a well-organized knowledge system." Therefore, we should aim at the goal of "promoting the systematization of knowledge"
1. Collect all the knowledge related to the subject through memory and reading. Because the subject itself contains different knowledge points, some knowledge will reappear in students' minds soon, while some knowledge may be forgotten. Therefore, it is an important basis for students to collect knowledge related to the subject and understand the meaning of each knowledge point through memory and reading. When students don't have enough memories, they can search according to the teaching materials, and the teacher can write on the blackboard in time. In this way, students have a preliminary memory representation through the reproduction of thinking and the refinement of memory, which lays a solid foundation for further systematic review in class.
2. Identify the "exploration points" and organize them systematically. When students collect knowledge points related to the subject and make clear the meaning of each knowledge point, it is important for them to organize these knowledge first, instead of consolidating it through practice, so as to systematize the knowledge. For example, the sorting and review of "factors and multiples" includes more than a dozen knowledge points such as "natural numbers", "integers", "prime numbers and composite numbers" and "even numbers and odd numbers", which should be sorted in an orderly and systematic way. Then, the teacher can put forward requirements, work in groups, and organize according to the relationship between these knowledge points in a way that you like and are good at.
3. Let students explore and organize in cooperation. The review class focuses on the systematization of knowledge, and the realization of this goal should be based on students' independent exploration. In the process of cooperative inquiry, students not only get some knowledge and positive conclusions, but also feel and experience the process of knowledge acquisition through the acquisition of these knowledge and positive conclusions, revealing the complexity of the objective world. Cooperative exploration and arrangement also take different forms due to different themes.
4. Teachers should patrol and guide, reflecting the role of "organizer, instructor and participant". While organizing classroom teaching and guiding students to carry out various activities, teachers should also become participants in the process of mathematics learning and explore and understand mathematics with students. First of all, teachers should participate in the cooperative inquiry activities of each study group as much as possible, enrich their understanding of students' inquiry activities and inquiry results, and understand the different understandings of students at different levels, so as to guide the next reporting and exchange activities. In addition, the process of participating in group cooperation, exploration and arrangement is also a guiding process, with the focus on enabling students to establish links between knowledge.
Third, report exchange, evaluation and reflection.
On the basis of cooperative arrangement, give students the opportunity to give full play to their talents, and let students explain their arrangement results and thinking process in their own language combined with some explicit actions.
1. Fully estimating the different results of students with different thinking levels in collating knowledge is the guarantee of reporting exchange activities. If teachers can't fully estimate the possible ranking results of students, once there is an unexpected situation, teachers don't know how to deal with it, and communication activities may not be carried out.
2. Conduct reporting and exchange activities in an orderly manner. Orderliness means that teachers guide students to report and communicate in the order from simple to complex, from special to general, from phenomenon to essence on the premise of fully understanding students' exploration.
3. Show the process of thinking activities. A complete understanding of mathematical problems should be not only an explicit knowledge conclusion, but also a hidden thinking process. To show the process of students' thinking activities, it is important not only for students to say "how to do it", but also for students to think of how to do it.
4. Reflective evaluation of learning activities. First of all, students are the main body of evaluation, so students should be liberated from being evaluated and become evaluators. Secondly, the evaluation should be carried out from different aspects, which can be the evaluation of finishing results, the evaluation of finishing forms and the evaluation of thinking process. In addition, the evaluation goal should not be positioned on the "good" and "bad" methods, but should reflect the teaching philosophy of "different students learn different levels of mathematics" and "students can learn mathematics in their own way". Finally, evaluation should be able to arouse students' reflective behavior and update students' thinking mode and learning concept.
In short, teachers should provide students with a stage for free development, space for students to show and opportunities for evaluation. Teachers' evaluation should be diversified and mainly based on incentive evaluation. Teachers should sincerely praise students for their correct or creative problem-solving methods. "Your opinion is really different" and "Good! There is innovation, and the teacher also draws on your ideas. " Encourage students to think positively and distribute a "seed" of wisdom at the same time; Teachers should quote the mistakes made by individual students in practice in time. "Do you have any good suggestions for his methods" to supplement the teacher's evaluation, let students participate in the evaluation and give full play to the subjectivity of students' learning; At the end of the class, let the students talk about what they have gained and what they don't understand in this class, and let each student participate in evaluating their gains in a class.
Fourth, summarize and comb, and build a knowledge network.
1, using students' finishing results to organize knowledge. If the results of students' collation can reveal the relationship between knowledge and form a relatively complete knowledge system, students' "works" can be used to collate knowledge.
2. The teacher guides the combing. When students' "works" can't reach the goal of "forming a knowledge system", teachers should guide students to observe the finishing results of each group, establish vertical and horizontal links, constantly supplement and improve, and form a stable knowledge system. This requires teachers to "prepare the knowledge system" when preparing lessons, so as to be aware of it.
3. Summarize the method. The knowledge system finally formed by students is the crystallization of group wisdom, and what is hidden in it is the application of mathematical ideas and methods such as observation, induction, abstraction, generalization, classification and collection. These "tacit knowledge" should also be briefly summarized. At the same time, praise and encourage outstanding groups or individuals.
By helping students to sort out knowledge points, check for missing information, lay a solid foundation, improve their ability and promote development, and at the same time grasp the internal relations and laws of mathematical knowledge as a whole, deepen their understanding and understanding of knowledge.
Five, classification exercises, expand innovation
The function of review class should be "improving the ability to solve problems", including problems in mathematics and life. Therefore, the exercises in the review class should be carefully designed, and the difficulty is slightly higher than the usual teaching level; In problem-solving training, students should be guided to grasp the essential problem and the basic quantitative relationship, and a point or a problem should be linked with one side through divergent association, so that students can solve more than one problem. Avoid letting students do repetitive homework, stir-fry cold rice without thinking, and get bored. We should emphasize the comprehensiveness, flexibility and development of practice.
1, comparative identification exercise. On the basis of clearing the train of thought, aiming at the key and difficult points of knowledge points and the content that students are easy to confuse and make mistakes, the exercises with strong pertinence and various forms are designed to achieve the purpose of differentiation. For example, the numbers 0, 1, 2, 3, 9, 5.6, 9 1, -200, 36, 78.5%, -0.25, -23 have () integers, () decimals, () fractions and () negative numbers. () is an odd number, () is an even number, () is a prime number, () is a composite number, () is both an even number and a prime number, () is neither a prime number nor a composite number, and 36 factorization prime factor = (), () and () have only the common factor of 1.
2. Comprehensive exercises. Students are required to establish the connection between relevant knowledge through answering questions, deepen understanding, fill in the blanks, improve the knowledge system and improve students' ability. For example, in the collation and review of "ratio and proportion", according to the situation that students will not easily repeat the algorithm, the following exercises can be designed for practice and reasoning.
(1) The ratio of 2.5×0.4=0.5×2 to () is based on ().
(2) Scaling is () with four odd arrays within 20, and testing () with the basic properties of scale.
(3) First judge what proportion or disproportion the figures in the following questions are, and then give examples.
(1) A person's age and how much he can read;
(2) The size of the score is definite, and its numerator and denominator;
③ The area and side length of the square;
(4) PI and diameter when PI is constant;
⑤ Number of teeth and revolutions of two meshing gears.
3. Exploration exercises. Students are required to comprehensively use the existing knowledge and methods, and find the answer to the question through continuous trial and exploration.
4. Open practice. The review class should provide students with some open topics, with large thinking space and broad ideas.
5. Problem-solving exercises. It is required that the topic should be realistic and open, and cultivate students' ability to screen information, choose information reasonably and extract the essence of the problem. The most effective way to solve problems is to solve many problems and change one problem. Regular practice can improve students' ability to solve practical problems in a large area and develop the agility of thinking. For example, Maple Leaf Garment Factory has received the task of producing 1200 shirts. 40% completed in the first three days. According to this calculation, how many days will it take to complete this production task?
The arithmetic solution is: 1200÷( 1200×40%÷3) or 1÷(40%÷3) or 3÷40%, etc.
The solution of the equation is: (solution: suppose it takes x days to complete this production task. )
1200: x =1200× 40%: 3 or 1: x = 40%: 3, etc.
At present, the main form of examination is written examination, and students should do a certain amount of exercises in review. Doing exercises (homework, papers) is a kind of practice in learning activities. After listening to the class and reading the book, you must move your pen more. "No pen and ink, no reading" and a certain number of written exercises can never achieve the digestion and mastery of knowledge. Only through effective practice can the teaching effect be improved.
In short, the forms of review classes should be diversified, and various effective strategies should be used to reveal the connections and differences between mathematical knowledge, so as to help students master the relevant laws and understand the essence of things, so as to achieve the purpose of effectively sorting out and reviewing, so that students can acquire mathematical knowledge and develop their thinking ability, personality quality, emotional attitude and other aspects to varying degrees.
How to implement hierarchical teaching in primary school mathematics teaching? In primary school mathematics classroom teaching, we should take all students as the basic foothold of implementing quality education, encourage and guide students to actively participate in mathematics learning from the perspective of fully regenerating students and giving full play to their subjective status and initiative, and make effective progress at different levels, so that every student can learn basic knowledge and improve their quality in an all-round way.
First, create an effective situation for students to actively participate in the activities of exploring new knowledge.
In classroom teaching, the application of mathematical knowledge has obvious characteristics of systematicness and expansibility, creating effective situations, stimulating interest, allowing students at all levels to participate in the activities of exploring new knowledge happily, gaining successful emotional experience and enhancing students' self-confidence.
Second, carefully design, so that students at all levels can actively participate in the learning process.
In classroom teaching, teachers should proceed from students' reality, highlight key points, grasp the key points, carefully design and always help students to participate in the learning process. For example, teach "two road repair teams to build a road and finish it in 6 days." The first team built 240 meters, and the second team built 204 meters. How many meters does Team One build more than Team Two every day? In teaching, it is first clear that the number of days for the two teams to build roads is equal, and then let students think about how to solve this problem. When students answer the first solution, they will ask: how to solve the formula? When students finish the second solution, we can ask, "What can be solved in two ways? "? If the two teams have different road construction days and the same meters, how many ways can they answer? "In this way, carefully set questions from both positive and negative aspects, be targeted, guide them to think from different angles, give students the initiative, and enable students at different levels to quickly understand the methods of analyzing and solving problems.
Third, organize discussions so that students at all levels can express their opinions.
From the perspective of information theory, in classroom teaching, the interaction and accommodation between students, teachers and teaching materials can optimize classroom teaching structure and improve classroom teaching efficiency. When students are confused about new knowledge and have problems, they should seize the opportunity and dispel doubts. Therefore, in teaching, in view of the doubts and difficulties in teaching, giving full play to students' autonomy and organizing students at all levels to speak freely and express their opinions are conducive to mutual inspiration and improvement among students. In the process of helping others, excellent students also make their knowledge more organized, and their language expression ability and logical thinking ability are cultivated, which is conducive to the mutual promotion and improvement of students at different levels under the influence of group education.
Fourth, the practice will be implemented at different levels, so that students at all levels can experience the fun of actively participating in the practice.
Students' original cognitive structure is one of the most important factors affecting their new learning and maintenance. In order to enable students to master certain knowledge or skills firmly, we must attach importance to classroom exercises. If students at different levels of development are required to use unified exercises, they will either have enough to eat or can't eat. According to the reality of students with different development levels, basic questions and thinking questions will be arranged. While practicing at different levels, more exercises can be carefully designed to make up for the time difference of students at all levels, broaden students' thinking of solving problems and further improve all students on the original basis.
Teaching practice tells us that teaching should face all students, step by step, and let students actively participate in learning and explore success, which is the basic foothold of implementing quality education. In classroom teaching, only by taking all students as the main body, giving full play to students' enthusiasm and initiative, and participating in it, can we truly become the masters of learning, thus improving teaching quality, enhancing students' wisdom and improving students' quality in a large area.
How to develop differential thinking in primary school mathematics teaching; Primary school education pays more attention to' setting an example'. As a teacher, every move will be regarded as an example and imitation by primary school students. Therefore, in order to cultivate the thinking of seeking differences, the first thing is that the teachers who impart knowledge should have the behavior of seeking differences themselves. You can't pretend that everything the teacher says and does is correct and beyond doubt. The classroom should be an inspiring opportunity to express opinions to all kinds of students and encourage speeches and discussions. You can praise the correct answer, don't immediately deny the incorrect answer (or unexpected' correct' answer), but give it to the students for discussion. At the same time, we should also show the reasonable and unreasonable factors of various answers. . . . That is, free thinking and communication are allowed, and divergent thinking can be developed.
How to implement "Happy Education" Chinese teaching method (1) reading method (reading aloud, silently, reciting) (2) teaching method (speaking, explaining, commenting, speaking, repeating, reading, practicing and speaking calligraphy) in primary school mathematics teaching; (3) dialogue method (question and answer, conversation, discussion and debate) (4) practice method (observation, investigation, interview, visit, experiment, investigation, textual research, games, communication, tourism, internship, probation and practice).
How to infiltrate the transformation idea of primary school mathematics in teaching is an important idea to solve mathematical problems. Any new knowledge is always the result of the development and transformation of the original knowledge. It can change some mathematical problems from difficult to easy, find a new way, and explore new ideas to solve problems through transformation. In teaching, our teachers should use appropriate teaching content to gradually infiltrate transformed ideas into students, so that they can learn new knowledge, analyze problems and solve problems with transformed ideas. So how to dig and penetrate in primary school mathematics teaching? Let's talk about my own superficial views according to my own mathematics teaching practice. I. Ideological Infiltration and Transformation in Teaching New Knowledge Example: This is how I designed the lesson "Addition and subtraction of scores of different denominators". 1. The problem of adding and subtracting different denominator fractions is generated in the situation, and the learning of adding and subtracting different denominator fractions is introduced. 2. Let the students think independently and try to calculate the addition of different denominator scores. 3. Group exchange method of fractional addition with different denominators. Organize the report. Method 1: Convert the scores of two different denominators into decimals and add them. Method 2: Divide two fractions with different denominators into fractions with the same denominator, and then add them. 4. Induce and organize, infiltrate and transform ideas. Think about the above two methods. What did you find? (Both methods are to convert scores of different denominators into learned knowledge, that is, to convert scores of different denominators into scores equal to their scores or scores with the same denominator, and then add them. ) ...... 5. Review and reflect, and strengthen your thoughts. Review the study of this class and talk about your own gains and experiences. (After the transformation is completed, timely reflection is the further consolidation and promotion of the transformation thought-entering the core of thought and understanding it again. ) In our primary school mathematics textbooks, there are many examples like this, which require teachers to skillfully create problem situations, so that students can independently generate the need for transformation to learn new knowledge. We need teachers to deeply analyze the teaching materials, understand them, and then dig out the transformation ideas contained in them.