What are the problems in the classroom management of primary school mathematics? First, the causes of problems in primary school mathematics classroom management.
(A) the teacher's own factors
1. Insufficient accumulation of teachers' professional knowledge
When teachers with rich professional knowledge encounter problems in class, they can grasp the problems from multiple angles as a whole, gain insight into the possibility of the problems and make decisions quickly. They have keen observation and judgment on teaching situations, clear and thorough analysis of problems, and unique, novel and appropriate methods to solve problems. Teachers who lack professional knowledge, even if they have some basic theoretical knowledge, have a superficial understanding of the complexity of teaching, tend to arrange teaching content rigidly, and are unable to respond flexibly to classroom questions and master classroom-generated resources keenly. How can they not lead to classroom out of control, oversight and inefficiency?
2. Teachers' improper use of teaching strategies
Teaching strategies are complex and changeable. When making or using teaching strategies, we should make and choose effective teaching strategies according to the teaching objectives, teaching contents and the characteristics of students and teachers themselves.
(2) The influence of external factors.
1. Students' cognitive development is unbalanced.
The cognitive level of primary school students is uneven. Some students may have entered the thinking stage of formal operation and can think and solve problems independently, while some students always stay in the specific operation stage and need to explain and practice each knowledge point repeatedly before they can accept it. Tell them that they often suffer setbacks in class and are prone to emotional reactions such as nervousness, anxiety and fear, and then take a negative attitude to create troubles and undermine classroom discipline.
2. The teaching content is out of touch with students' current life.
It is clearly put forward in the goal of curriculum reform of basic education. It is necessary to change the current situation that the course content is complex, difficult, biased, old and biased towards book knowledge, strengthen the connection between the course content and students' life and the development of science and technology in modern society, pay attention to students' learning interest and experience, and select the basic knowledge and skills necessary for lifelong learning. ? In other words, it is meaningful to link teaching content or subject knowledge with students' current life, so that students can have real and effective development. ? Only those problems that are closely related to students' real life, can make students confused, interested and solve problems, can make students think positively and achieve good teaching results. ?
Third, optimize the current primary school mathematics teaching management strategy
(A) the effective guidance of teachers in classroom learning
1. Learn more about students and determine the starting point of students' exploration.
When students understand and learn mathematics, they always involve the original cognitive structure, and learners always use their own experience to understand and construct new knowledge. Piaget thinks:? Children don't blindly try and make mistakes like animals, but use existing cognitive structures to assimilate new information. ? Only when the new information is consistent with the existing information in students' minds, will there be an imbalance between the existing cognitive structure and the new information, so that students will have a strong interest in learning. Therefore, before teaching, teachers should fully understand the cognitive structure of students, the connections and differences between new knowledge and students' existing knowledge, and determine the starting point of students' inquiry activities, so as to guide students to learn meaningfully and let every student develop.
2. Guide students to refine their learning methods and promote mathematical thinking.
Method is a broad concept, including manual labor method and intellectual labor method. The methods of mental work include attention, observation, memory, thinking and imagination. Here, we are concerned about the way of thinking, because any method of intellectual activity can not be separated from thinking. What is the way of thinking? The method in the method? , is the core of wisdom. To carry out inquiry learning, students' feedback information is rich and varied. Therefore, when organizing student reports, teachers should synthesize and summarize students' opinions in time, screen valuable teaching resources, guide students to study problems in an orderly manner, and refine learning methods, which is conducive to promoting students' mathematical thinking and effective classroom management.
(B) the implementation of effective classroom cooperative learning management
1. Strengthen the guidance of cooperation skills
Students often show in cooperative learning? Separate? 、? A word? 、? Are you alone? At this time, teachers should pay attention to guiding cooperation skills. ? Instruct students to listen to the voices of their peers; Instruct students to discuss and communicate, and dare to express their views and ideas; Guide the students to summarize the opinions of the group members and make a concluding speech. ?
2. Create a classroom atmosphere conducive to cooperative learning.
The classroom atmosphere conducive to cooperative learning includes the following four aspects:
First, an environment of mutual respect and trust. Teachers should naturally participate in study groups with difficulties in cooperation as an ordinary collaborator.
Second, sufficient and affluent space-time environment. Teachers should provide students with enough time to fully discuss and give full play to the wisdom of students at all levels.
Third, a sincere and sincere incentive environment. Can teachers use more students? Are you great? 、? Try it? 、? Continue? 、? Work harder and you will make progress? And other words of appreciation and encouragement,
This can not only stimulate students' desire for cooperative learning, but also increase their confidence in cooperation.
(C) through effective classroom management evaluation of teachers, let students develop the habit of listening attentively.
Listening, as an important aspect of communication, is not only a study habit, but also a manifestation of respect for others. Through the analysis of previous classroom management problems, we find that students are more willing to talk than listen in classroom activities. If students can understand and understand the teacher's questions and explanations in class; If he can understand and think about his classmates' speeches, he will concentrate on constantly adjusting his knowledge structure and internalizing other people's ideas into his own. When students answer questions, not all students may be standardized and complete at first. At this time, if the teacher chooses to bring some students with strong expressive ability to demonstrate and pay attention to proper evaluation, the students will certainly be able to listen to other people's speeches and the teacher's evaluation language. Will you listen? Change to? Will say? 、? Love thinking? Problem behaviors gradually decrease in listening attentively.