First of all, correctly analyze and use teaching materials to lay the foundation for the effectiveness of classroom teaching.
(1) Accurately grasp teaching material analysis.
Textbooks are the main basis of teaching and learning, the intermediary of interaction between teachers and students, and the source of acquiring mathematical knowledge, developing intelligence and developing mathematical ability in primary schools. However, teaching materials are not equal to the teacher's handouts. Before teaching, teachers must thoroughly study the primary school mathematics curriculum standards, carefully analyze and study the teaching materials, understand the writing intention of the teaching materials, determine the teaching objectives, and analyze and study the key points, difficulties and keys of the teaching materials according to the teaching requirements and characteristics of the teaching materials, combining with the students' reality, so as to scientifically organize the teaching content and design the teaching process, so as to grasp the key points, highlight the key points, break through the difficulties and promote the overall and effective improvement of classroom teaching efficiency.
(B) the correct use and creative use of teaching materials
Textbooks are only a support for teachers' teaching, and often present some phenomena and facts of life and study, which is not conducive to students' exploration and innovation. Teachers need to process and transform teaching materials reasonably according to students' specific conditions, and reorganize mathematics activities with fluidity, thinking and regeneration. Therefore, it is necessary to establish the concept of "teaching with textbooks, not teaching textbooks" to improve the effectiveness of classroom teaching.
Second, create effective situations, stimulate interest in learning, and let students learn happily.
In teaching, teachers should introduce new mathematics knowledge from life or specific situations as much as possible, so that students can have interest in learning and exploring in effective situations.
Interest is the best teacher in learning, plays a directional and dynamic role in learning activities, and is an important factor to stimulate students' enthusiasm for learning and enhance their thirst for knowledge. Primary school students' exploration spirit and innovative consciousness are triggered when they are interested in the characteristics and contents of mathematics. Classroom lead-in is the key to arouse students' interest in learning, thirst for new knowledge and improve teaching effect. In teaching, teachers should be good at understanding students' learning characteristics, constantly improve teaching methods, tap the positive and innovative factors of teaching materials according to students' psychological characteristics and teaching contents, and strive to create various vivid teaching situations to stimulate students' interest in learning and guide students to actively participate in learning. There are roughly two situations for primary school students to learn mathematics: the first is the real life situation; The second is the contradiction of the problem. By creating situations and setting cognitive conflicts, teachers stimulate interest with emotion and guide thinking with interest. Let students pay attention to new knowledge, generate motivation to learn new knowledge, and actively participate in activities to explore new knowledge. The introduction of mathematics class not only plays a role in reviewing old knowledge, but also helps to stimulate students' sense of participation. It is necessary to select the growth points of new knowledge, provide incentives, promote the transfer of knowledge, and make students have a strong thirst for knowledge and interest in active exploration.
Third, design active learning process to promote students' active participation in the construction of mathematical knowledge.
Whether students can really master knowledge on the basis of understanding depends on whether the new knowledge is given by the teacher or acquired by their own exploration. In teaching, teachers should strive to optimize the teaching process, implement open teaching, build the classroom into a scene for students' mathematical activities, design the learning and application process of mathematical knowledge into certain activities, encourage students to actively participate in activities, and let students explore knowledge and discover innovation in activities to improve the efficiency of learning activities. Give students enough time to carry out exploratory learning activities, so that they can learn to observe, think and discover in the process of participating in activities, summarize and reflect on their own activities, and master the methods of scientific exploration and research. In teaching, students can contact the living environment, start from the existing knowledge and experience, and carry out exploratory activities such as group cooperation and teacher-student discussion on the basis of independent thinking. Through observation, operation and induction,
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Through analogy, guessing, communication and reflection, we can acquire basic mathematical knowledge and skills, further develop our thinking ability and improve our learning level. For example, when teaching the seventh book Possibility, I designed various lively and interesting activities and games for students of different levels, such as lottery, ball touching, coloring and drawing lots. By creating these enlightening problem situations, students can experience the formation of knowledge in a large number of mathematical activities of observation, speculation, experiment, exploration and communication, and gradually enrich the experience of uncertainty and certainty.
Fourth, establish a cooperative team and provide active partners.
In the process of classroom teaching, after each student has clearly discussed the contents and requirements, it can adopt the form of group discussion, with 4-6 students as a group as the standard, and assign students with different learning abilities, learning attitudes, learning interests, gender and individuals to the same group, and then give the group members a special identity and a special responsibility, so that students can learn from each other, help each other and improve together. When the whole class is divided into groups, the teacher cares about the discussion of each group and focuses on participating in the discussion of one or two groups. Through group help and discussion, students not only have a deeper understanding of what they have learned, but also fully demonstrate their autonomy in learning. After the group discussion, students are enthusiastic, so teachers should seize the opportunity to make use of the situation and communicate with each other. Let students speak freely, express their views, show themselves, affirm their unique views and encourage students to debate with each other. Through discussion and demonstration, students can communicate with each other in the process of absorbing information, learn from each other's strong points, and enhance their awareness of actively participating in evaluation and cooperative problem solving. This form of communication is an encouragement and affirmation to students with strong information absorption ability; It is an inspiration and help for students with weak information absorption ability. When students learn the methods of learning, they will certainly learn more, enjoy learning more and have more confidence in learning.
Fifth, create teaching harmony and improve the effectiveness of friendly interaction between teachers and students.
Good emotional relationship between teachers and students is very important for maintaining students' interest and attention in learning. The emotional communication and coordination between teachers and students and the establishment of mutual trust and cooperation require teachers to use their positive emotions to infect and stimulate students' learning emotions. In order to create a harmonious teaching, teachers should do the following in classroom teaching:
1. Give positive affirmation to any correct answers of students, such as smiling, nodding, repeating and expounding the correct answers of students; Teachers should not ignore or laugh at students' wrong answers or reactions, but should encourage students to continue their efforts.
2. Teachers should try their best to have positive personal communication with each student in class, and listen carefully and accept each student's correct ideas about teaching.
In short, the effectiveness of classroom teaching is what most teachers pursue. Effective classroom is an idea, a value pursuit and a teaching practice model. I hope that with my own thinking and communication, more teachers will pay attention to and explore this issue.