An essay on mathematics education and teaching in the sixth grade of primary school
Mathematics is a good thinking gymnastics, which can gradually make students' thinking mode flexible and changeable. In mathematics experiment class, teachers ask questions to mobilize the classroom and cultivate students' ways of thinking such as exploration, divergence and migration. Judging from the feedback after class, the effect is very good. Students generally feel that they are open-minded in class, and there is a feeling that they are hard to fill after class. So what questions did the teacher use? 1. Migratory questions provide guidance for thinking activities.
Many mathematical knowledge are similar in content and form, and they are closely related. In this case, on the basis of asking questions about old knowledge, school ICT deliberately sets questions to transfer the knowledge and thinking methods that students have mastered to new knowledge.
For example, given that the side length of a right triangle with an angle of 300 is 1, find the other two sides. What if this side length is 2? Because this is a new problem scene, the students didn't solve it quickly. So the teacher turned the problem into a right triangle with an angle of 450, which is familiar to students and easy to calculate. By calculating the change of side length, the teacher asked the students to sum up the law of the change of three sides, verify the right triangle with an angle of 300, and then extend it to all right triangles.
2. Ask questions systematically to help students build a good knowledge structure.
For example, when reviewing "parallelogram", the teacher will let the students think together: when there are any conditions, is the parallelogram a diamond, a rectangle or a square? This can guide children to link knowledge together.
In order to prevent the child from just saying the answers he remembers, the teacher will ask further questions. Can you prove it? Let children form the habit of "I need careful thinking and sufficient evidence every step", not "I remember it should be like this".
3. In addition, the teacher will let the children think about whether there are other solutions to a problem, and cultivate students' creative thinking through exploratory questions.
Essays on Mathematics Education and Teaching in Grade 6 of the Second Primary School
The ratio in life is based on the meaning of students' learning division, the meaning of fractions and the relationship between fractions and division, which is the beginning of this unit. The teaching materials are closely related to students' existing life experience and learning experience, and the situations such as competition results, speed, fruit price and graphics zoom in and out are designed to arouse students' discussion and thinking, and on this basis, the concept of ratio is abstracted, so that students can understand the necessity, significance and widespread existence of ratio in life. Essay on Mathematics Education and Teaching in Grade Three and Grade Six of Primary School
Throughout this class, students are enthusiastic about learning, the classroom atmosphere is warm, knowledge acquisition and emotional experience are carried out simultaneously, and the teaching effect is good. Imagine, if the teacher comes into the classroom with severe criticism, and then painstakingly teaches the students what he thinks, can the students still enjoy learning? Will they still be afraid of math? Reflecting on the teaching process, I think the reason for success lies in the teacher's empathy, "learning-oriented, teaching students according to their learning", attaching importance to students' feelings and thinking, turning the designed teaching plan into a learning plan in line with students' actual situation, and fully mobilizing students' interest in learning. First, combined with the actual situation of students, mining suitable learning materials
No matter how good the textbook is, it is impossible to compile the actual situation of every place, class and student into an example of a book. Although the fractional application problems in the book are mostly various situations that may occur in students' real life, they are hypothetical and imaginative after all, and there is still a certain distance from students. As a front-line teacher, we should be a conscientious person, on the basis of understanding the intention of compiling teaching materials, suit the reality of students, and tap the materials around us that are most beneficial to students' learning. This lesson takes the number of students in their own class as the compilation material, and changes from book mathematics to life mathematics, which eliminates students' mystery and fear of fractional application problems, makes them truly feel that mathematics is around us, and is conducive to the vivid development of learning activities.
Second, according to the needs of students, create a good learning atmosphere
This course should be interesting. Only in this way can the students in the classroom be as full of vitality and vigor as in life. The teaching activities of this course strive to create a relaxed, harmonious and democratic atmosphere for learning knowledge and thinking about problems according to the characteristics of the knowledge learned and the age characteristics of the students. Create healthy competition opportunities for students, give full play to the advantages of group cooperative learning, change students' learning from individual competition to group cooperation, and create opportunities for each student to express their opinions, thus improving learning efficiency.
Third, promote students' development and dedicate their space and time.
In classroom teaching, teachers really return the classroom to students and dedicate their independent space and time to students. In class, the students cooperated in groups twice, and they learned from each other, helped each other, grew together and improved together. The summary of problem-solving methods and the structural characteristics of application problems are also obtained by students' independent analysis and comparison, so that "giving full play to students' subjectivity" is no longer an empty talk. So as to make the classroom full of vitality and promote the development of students more effectively.
Essay on Mathematics Education and Teaching in Grade Four and Grade Six of Primary School
Because traditional mathematics teaching pays too much attention to mechanical skill training and abstract logical reasoning, and ignores the connection with real life, many students have a boring and mysterious impression on mathematics, thus losing their interest and motivation in learning. To this end, we must abandon the past practice of "cutting off the head and burning the middle part", and strive to make mathematics come from life and be used in life, so that students can feel and experience that mathematics is around, and mathematics must be everywhere in life and must be learned well. First, seek knowledge background to stimulate students' domestic demand
Many concepts, algorithms and rules in primary school mathematics can be traced back to the source and their knowledge background can be found. Teachers should try their best to extend their mathematics knowledge in teaching and seek its source, so that students can understand where the mathematics knowledge comes from and why.
For example, when teaching the understanding of "centimeter", a teacher asked students to choose a tool to measure the length of a desk. As a result, some students said six pencils were long, some students said five feet long, some students said eight pens were long, and some students said seven envelopes were long ... At this time, the teacher asked the students to discuss and communicate: Why are the results of measuring the same desk different? what do you think? In this way, students will deeply realize the necessity of unifying measurement units. On this basis, students will have intrinsic learning motivation by teaching new knowledge.
Second, the use of life prototype to help students build
As we all know, the contradiction between the abstraction of mathematics and the psychological characteristics of primary school students' dominant thinking in images is one of the main reasons for many students' passive learning. In fact, there is a lot of abstract mathematical knowledge. As long as teachers are good at finding and reasonably using its "prototype" in students' lives, they can turn abstraction into images, students' learning can turn passivity into initiative and fear of learning into fun.
Third, use it in real life to appreciate the elegance of mathematics.
An essay on mathematics education and teaching in the fifth grade of primary school
There is a good example of western philosophy: at Cambridge University, Wittgenstein was a student of the great philosopher Moore. One day, Russell asked Moore, "Who is your student?" Moore said without hesitation, "Wittgenstein." "Why?" "Because among my students, he is the only one who always looks blank and always has a lot of questions when listening to my class." Later Wittgenstein surpassed Russell in fame. Someone asked, "Why is Russell behind the times?" Wittgenstein said, "Because he has no more questions." From this example, we can easily see how important "problem consciousness" is to a person's success! Judging from the investigation results of students' problem consciousness in current mathematics classroom teaching, students are still in a relatively passive state in the process of mathematics teaching, and their consciousness and ability to think and ask questions are obviously insufficient. Some teachers even "deprive" students of the right to ask questions. The author will talk about why students should be given the right to ask questions from three aspects: psychology, pedagogy and teaching subject. (A) from a psychological point of view
"Question" is the source of thinking, and cultivating students' ability to ask questions actively is the key to guide students to explore the source of questions and open new ideas. Rubinstein, a psychologist in the former Soviet Union, pointed out that "thinking begins with problems" and that "the most typical situation that produces the dynamic process of thinking is the problem situation, that is, the most vivid dynamic thinking process is manifested in people raising and solving various problems encountered in life." There are "questions" or "problems" in life. Problem is an inseparable feature of cognition, which reflects the contradiction between the subjective state of cognition and the infinity of all things in the world, while thinking obtains its own source from the problematic nature of cognition. Thinking is produced by "problems" and its main purpose is to solve problems. "Problem" is the foundation of innovation. Mr. Tao Xingzhi said: "The starting point of inventing millions is to ask." The core of Mr Tao Xingzhi's creative education is to be good at asking questions. No requirements, no innovation. Therefore, to cultivate students' innovative thinking, we must first give them the right to ask questions and let them develop the habit and ability to ask questions actively. In the process of guiding students to trace their roots, it is one of the important contents of quality education to activate thinking, cultivate the habit of independent thinking and enhance the sense of innovation.
(B) From the perspective of pedagogy
Question consciousness is the starting point of learning and the driving force of active inquiry. Cultivating students' ability to ask questions actively is not only the starting point and the end result of cultivating students' ability to analyze and solve problems, but also an important link to improve students' mathematical literacy. Some teachers questioned whether the initiative of asking questions can be improved, but whether the teaching effect can be improved. Some teachers think that students don't know how to ask questions, and the questions they ask are too trivial and complicated to get to the point. Some of them are too far away from the topic, which can not cooperate with teaching, waste time and affect the realization of teaching objectives. How to improve the teaching effect? Therefore, in practice, most teachers dare not let students ask questions. Some people ask students to ask questions, but they ask questions, teach and ignore guidance, and become a mere formality. Over time, students lose interest and courage in asking questions. It seems that the key to changing traditional teachers' questioning to students and really improving teaching quality lies in cultivating students' questioning ability. Being able to find and ask questions accurately is the premise and foundation of innovative thinking. If students have the habit and ability to ask questions, classroom teaching will get twice the result with half the effort.
(C) from the perspective of teaching subjects
Giving students the right to ask questions is an important means to develop and promote students' subjectivity. The information-based modern society puts forward higher requirements for people's subjectivity level, and the development of subjectivity has always been in the core position of "taking the lead and moving the whole body" in the development of students' quality. Therefore, the teaching process must be constructed as a process of developing, cultivating and improving students' subjectivity. Although recent classroom teaching emphasizes that students are the masters of learning, it also emphasizes the cultivation of students' enthusiasm and initiative in learning, but it generally emphasizes students' enthusiasm and initiative in accepting knowledge, and still can't get rid of the shadow of teacher-centered. The reason is that there is a serious dislocation between the question and answer sides in classroom teaching. In the process of teaching, students often encounter difficulties and have doubts, so questioners and questioners should also be students. But the opposite is true. Teachers always ask questions and students learn passively. In classroom teaching, in order to make students learn actively and independently, we should first give students the right to ask questions, start teaching around the problems in students' learning, inspire and guide students to discover and ask questions, and then explore ways and methods to solve problems, so that students have sufficient opportunities to discover, research and create.
Dr. Li Zhengdao, a scientist in China, also pointed out: "To learn, you need to learn, but only learn to answer, not learn." In other words, both research activities and learning activities must ask practical and creative questions. If you only learn to solve the problems raised by others, it is not real learning. However, in our current mathematics classroom teaching, students lack or even have no problem consciousness at all, so that most trained students will not ask questions, let alone ask creative questions. Although some teachers also try to embody the spirit of curriculum reform, in actual mathematics classroom teaching, teachers always ask these questions along their own pre-designed question ideas. In actual teaching, they always expect to get the answers they want, so that the whole teaching process can be carried out in an orderly and step-by-step manner. Finally, students are led by the nose. Students can only follow the teacher and dare not cross the line. Therefore, in classroom teaching, to truly reflect students' subjectivity, teachers should give students the right to "learn" and "ask", enhance students' awareness of problems, and give students more opportunities to discover, ask, study and solve problems in the learning process.