As we all know, there are two ways to improve the efficiency of classroom teaching: one is to improve the teaching effect within a certain teaching time, which is manifested in improving the teaching effect; The other is to shorten the time required to complete a certain teaching task, which is manifested by increasing teaching capacity. Optimizing teaching methods has unique advantages in improving classroom teaching efficiency. In traditional education and teaching, there are few auxiliary means in traditional classroom teaching, and the teaching form is mainly explained by teachers. Students often feel empty, boring and boring about the teacher's teaching, which leads to students' weariness and truancy. Suhomlinski said: "If teachers don't try to make students feel high, intellectually excited and eager to impart knowledge, then this kind of knowledge can only make people have a cold attitude and make emotional mental work tired." Therefore, it is necessary to optimize teaching methods, stimulate students' interest in learning, change "I want to learn" into "I want to learn", mobilize students' enthusiasm for learning, create a pleasant learning scene, and make all students have a strong interest, so as to lay a good foundation for improving teaching efficiency. In short, we must attach great importance to quality education, improve teaching efficiency and optimize teaching methods.
Second, optimize the operation process to improve the efficiency of classroom teaching
Suhomlinski famously said, "A child's wisdom lies in his fingertips." Therefore, in teaching, we should pay attention to intuition and make full use of the teaching method of operation, so that students can move their mouths, hands and brains, mobilize a variety of sensory cooperation activities, participate in operations, experiments and games, and gain rich perceptual knowledge, thus developing students' abstract thinking with the help of image thinking.
1. Carefully design the work instruction and optimize the work flow.
In order to optimize the homework process, teachers should first make clear the purpose and requirements of homework and carry out activities in a planned and step-by-step manner. Then, according to the teaching content and students' cognitive characteristics, the operating procedures, methods, essentials and instructions are carefully designed, and how to operate and demonstrate can properly highlight the key points and break through the difficulties, that is, pay attention to grasping the opportunity, mastering the temperature, and indicating the quantitative relationship, changing process, calculation and solution of things at key points in the teaching place. For example, when teaching two digits plus one digit (28+6), the key point is to let students master the oral arithmetic method and understand the arithmetic of carry addition. I came step by step around this teaching focus. The teacher first put a stick on the flannel board to demonstrate the operation process and dictate the operation method while demonstrating; Then guide students to operate independently, put 28 on the left and 6 on the right, and inspire students to think, what is the first? How much are eight and six? Is a bundle enough? What is it? At this time, the students realized that 8 plus 6 is 14, tied 10 into a bundle, and then added it to the original two bundles; Finally, the teacher draws a picture on the blackboard, so that students can further understand the oral calculation method of carry addition and master the steps of oral calculation.
This hierarchical operation, from action to perception to representation, clearly shows students the oral calculation steps of "first counting single digits and then adding integer tens", which combines operation, demonstration, language expression with children's thinking, optimizes the operation process, deepens the understanding of arithmetic, and better grasps the oral calculation method of adding two digits and one digit.
2. Use learning tools to open students' intelligence.
The idiom "ingenuity" inspires us that the hand and brain are inextricably linked; Relevant experts pointed out: "If you want to cultivate children with broad intelligence and smart minds, you must often let them do finger exercises." Learning tools are just the best tools to exercise your fingers, hands and brain. Operating learning tools in the teaching process can not only help students think, but also promote the coordinated activities and development of action thinking, image thinking, logical thinking and abstract thinking, thus achieving the purpose of dexterity and ingenuity.
For example, there are many "pendulum, number and talk" in textbooks. The requirement of "pose first, then talk about algorithm, and combine pictures and spelling" should guide students to say "how to think and how to do it" in combination with operation. For example, the application question "There are 8 red flowers, 3 fewer yellow flowers than red flowers, and how many yellow flowers are there?" In teaching, I do this. First of all, I operate the learning tool: let students put five χ, and then put two Δ more than χ one by one to judge who is a large number and who is a decimal. Then ask the students to operate according to the meaning of the question: first, put eight red flowers on it, and then put a horizontal bar with "three fewer yellow flowers than red flowers" below. First, the semi-concrete and semi-abstract stage. On the basis of completing the operation of learning tools, combined with the meaning of the question, it is concluded that there are more red flowers and fewer yellow flowers. Further understanding divides the number of red flowers into two parts: one part is as much as yellow flowers, and the other part is that red flowers are three more than yellow flowers. At the same time, the solution of formula "8-3" is listed in connection with the significance of subtraction. Third, the stage of oral expression. On the basis of hands-on operation, combined with schema solution, the language is expressed as follows: there are more red flowers and fewer yellow flowers in the title. The number of red flowers is divided into two parts, one is "more yellow flowers" and the other is "more red flowers than yellow flowers". Remove "three more red flowers than yellow flowers" from eight flowers, and get the number of yellow flowers, which is calculated by subtraction. Then let the students leave the process and results of learning tools, look at the original questions, do oral calculations, deepen their impressions and improve their thinking level.
This operation starts with students' hands-on operation of learning tools to inspire thinking. Because there are many senses involved in the activity, it promotes the coordinated development of hand, brain and mouth, and promotes the smooth internalization of external movements into intellectual activities in students' brains, thus achieving the goal of developing students' intelligence.
Third, give full play to the advantages of audio-visual teaching methods to improve classroom teaching efficiency.
Audio-visual teaching can transform intangible knowledge into tangible and intuitive knowledge for students, and link the teaching of knowledge with the cultivation of students' ability. With the help of graphic changes, students' existing experience and concepts they have learned are associated and combined, and the concepts and methods of abstract thinking are established to form new mathematical knowledge. Therefore, in teaching, we should give full play to the advantages of audio-visual teaching methods and use this advantage to improve teaching effect and efficiency.
1, using audio-visual means to stimulate learning interest.
Mathematics knowledge is abstract and boring, pupils' self-control ability is poor, and their attention is distracted, which often leads some students to be uninterested in this subject and affects the improvement of teaching quality. Audio-visual teaching overcomes this shortcoming. It can provide students with rich visual and dynamic images and colorful slides, which can easily attract students' attention and arouse their learning enthusiasm and initiative. In particular, some slides can be rotated, moved, intuitive, static into dynamic, and stimulate students' interest in learning. In teaching, we should make full use of the advantages of audio-visual teaching methods. For example, after teaching the knowledge of "hours, minutes and seconds", I made the clock face into a rotating slide, and asked one student to set aside his day's work and rest time on the clock face slide. Other students looked at the projection and said the student's work and rest time. At this time, the students are eager to try and are full of interest. In this joyful atmosphere, they taught the students knowledge about time, which impressed them deeply and impressed them deeply.
2, the use of audio-visual means, highlighting the focus of teaching.
Abstract mathematics knowledge and visualization of pupils' thinking are a pair of contradictions in students' cognitive process. To solve this contradiction, we must strengthen intuitive teaching, provide students with rich perceptual materials, reduce the difficulty of thinking, and make students gradually transition from perceptual knowledge to rational knowledge. Therefore, we should pay attention to the advantages of projection teaching in teaching, such as covering, cutting and translation, so as to make rigid knowledge active and let students observe and think about things in dynamic demonstrations, so as to understand the essence of things. For example, when teaching the relationship between rectangular area and triangular area, they can demonstrate with available teaching AIDS. However, when reproduced as graphics, students are not easy to associate things with graphics, which will lead to confusion. At this time, I used composite film to project and show the overlapping and cutting of various parts.
For another example, when teaching "angle measurement", I made a protractor into a slide on the projector. Because of the transparency of the film, students can clearly see how to put the protractor on the corner, so that the center of the protractor coincides with the vertex of the corner, the zero-degree scale line coincides with one side of the corner, and the scale on the protractor opposite to the other side of the corner is the degree of the corner. The effect, function and clarity of this demonstration on the projector can't be compared with the demonstration on the blackboard with a wooden protractor, which effectively highlights the teaching focus and shows the advantages of audio-visual teaching methods.
3. Increase the amount of teaching information through audio-visual education.
It is impossible to break through the limitation of a certain amount in 40 minutes simply by relying on the form of teacher preaching in traditional teaching methods, and "quantity" is the premise and foundation of "quality" and an effective measure to increase the output of teaching information and improve teaching efficiency. Make full use of it and get twice the result with half the effort. For example, in review class and practice class, I make slides of some fill-in-the-blank questions, multiple-choice questions, true and false questions, application questions and group exercises, which increases the opportunities for students to practice. With the decrease of writing on the blackboard, copying questions and erasing the blackboard, the time for students to master knowledge has also increased, and teachers can spare more time and energy to guide poor students, which increases the classroom teaching density and training intensity, thus improving the classroom teaching efficiency.
Fourthly, using computer multimedia to assist teaching can improve the efficiency of classroom teaching.
1, and realize the significance of multimedia-assisted teaching.
The rapid development of modern science and technology provides more and better technical support for education. The involvement of various media in the teaching field has brought a lively situation to teaching, completely broken the closed teaching mode, and made classroom teaching flexible and diverse. The latest educational technology marked by multimedia has brought teaching into a new realm and provided students with more abundant knowledge and information. Computer-aided instruction has realized the subjectivity, diversification and socialization of learning, which is of great significance to students.
2. Make a reasonable computer teaching goal.
To do a good job in computer-aided teaching, teachers must set reasonable teaching objectives according to the characteristics of mathematics textbooks and students' level, truly bring computer teaching into the teaching plan, make computer teaching purposefully, planned and step by step, and often conduct research, and take effective measures in time to solve the problems encountered in teaching, so as to give full play to the auxiliary role of computers in teaching.
3. Carefully design the teaching program and give full play to the functions of the computer.
The key to the implementation of mathematics quality education is to improve the efficiency of classroom teaching, and the teaching methods and means determine the effect of classroom teaching. Multimedia-assisted teaching is an important means to improve the efficiency of classroom teaching. It integrates characters, graphics, planning, animation and sound. The graphics on the screen can flicker and change color, and the graphics can be translated, rotated and folded, which invisibly shows the mathematical thinking process, expands the input of students' knowledge and information, and makes it possible for students to study independently, communicate freely and explore consciously. Therefore, teachers should carefully design teaching procedures and consider how to involve computers in the teaching process, so as to play a variety of auxiliary teaching functions, stimulate students' learning motivation to the maximum extent, create a pleasant learning atmosphere, and directly affect people's different senses, so as to make students interested in learning new knowledge. For example, when teaching the understanding of cuboids and cubes, students can clearly observe the eight vertices, six faces and 12 sides of cuboids by using multimedia images and concrete dynamic demonstrations, and show the characteristics of the six faces and 12 sides by flashing and translating, so that students can intuitively and vividly grasp the six faces of cuboids, all of which are rectangular (in special cases, when showing cubes again, Students can answer the characteristics of the cube quickly. Another example is about the surface area of a cuboid. Multimedia display cuboid. Through the flashing, color change, graphic translation, rotation and folding on the back of the screen, students' attention is completely attracted by the dynamic picture, which makes them feel novel. Then through the flashing demonstration of color light, the static graphics are decomposed, combined and moved back. Through this static and dynamic demonstration, students can open the channel of thinking and the door of wisdom, and students can quickly come up with solutions and summarize them. This teaching design is impressive, lasting and effective, which greatly improves the efficiency of classroom teaching.
To sum up, the diversification of teaching methods completely breaks the single transmission channel of traditional teaching, so that teaching information can reach students through different channels, which requires teachers to adopt different teaching methods according to different teaching contents in normal teaching. Therefore, some teaching contents are suitable for projection teaching and some are suitable for computer-aided teaching, but some teaching contents need students' own operation, and one teaching method cannot replace other teaching methods. Only when teachers handle flexibly and choose purposefully can they optimize teaching methods, reduce the burden on teachers and students, improve classroom teaching efficiency and improve students' mathematics quality.