First, study the teaching materials carefully and design the teaching plan with heart.
Preparing lessons is the basis of creating an efficient classroom. As teachers, we should study the textbooks carefully. Prepare lessons during the summer vacation, study the text carefully, have a dialogue with the text, and study the teaching materials (curriculum standards, teaching materials, teaching reference materials and related resources) carefully. Get ready before school starts. . In the weekly teaching and research activities, listen to the opinions and suggestions of other teachers humbly after class. Revise your lesson preparation. Through this link, the timeliness of my classroom teaching has been improved and I am fully prepared for effective teaching.
Second, organize teaching effectively and pay attention to students at different levels.
Prepare the course and then organize the course. For primary school students, lack of self-control ability and short concentration time are common phenomena in most primary school students. As a teacher, if you are not good at organizing teaching, students will be distracted in class and the classroom order will be chaotic. In this case, it is difficult to ensure the teaching effect. The quality of classroom teaching and the quality of teaching effect depend to a great extent on teachers' skills in organizing teaching. In class, I let students read books, teachers and blackboards. My eyes always pay attention to all the students, so that every student feels that the teacher is paying attention to them and that they have a place in the teacher's mind. Especially when students are absent-minded or talking, I will stop and stare at them and draw their attention back in the shortest time. At the same time, as teachers, we should also pay attention to the art of language, and the language of math teachers should be concise and vivid. If the intonation is gentle and lacks passion, students' interest in learning cannot be stimulated.
In the teaching process, we should pay special attention to students with learning difficulties. Top students are superior to these students in attention and understanding, so our teacher should pay more attention to these students in class. For example, some simple basic questions can be answered by these students, and exercises after similar examples can also be carried out by these students on the blackboard. Give them a chance to succeed and inspire their self-confidence. Students with learning difficulties often do their homework slowly, so when assigning homework, I reduced the number of questions they do, for example, assigning four questions and only asking them to choose two of them to complete. At the same time, focus on patrolling their homework, point out problems to them in time, and find and solve them in time.
Third, hierarchical design exercises to improve teaching efficiency
Practice is an important part of mathematics teaching, an important means to master mathematics knowledge and form skills, and an important way to cultivate students' ability and develop their intelligence. This phenomenon exists in our present classroom. Many teachers are holding textbooks step by step, and how many exercises there are in the books have to be dealt with. So we often hear them complain that there is not enough class time, and the teaching task of a class can't be completed at all. I think well-designed exercises can not only enable students to master new knowledge, but also greatly improve teaching efficiency.
Teachers should not only carefully design exercises, but also practice at different levels. The first level is the basic exercise, which is basically the same as the example after the explanation. The purpose is to consolidate the application of basic knowledge. The second level is variant exercise: this kind of exercise is slightly changed on the basis of the basic problem, such as: "When learning to solve the application problem by using the sequence equation, the basic problem is" There are 40 red flowers, 22 less than twice that of yellow flowers. How many yellow flowers are there? " I adapted the basic question to "There are 40 red flowers, and 22 meters is more than twice that of yellow flowers. How many yellow flowers are there? "There are 22 fewer flowers than twice as many yellow flowers, and 22 more flowers than twice as many yellow flowers. Guide the students to compare and master the quantitative relationship in the questions to answer. After these two questions, I asked another question, "There are 40 red flowers, and the yellow flowers are 22 times less than the red ones. How many yellow flowers are there? "Influenced by fixed thinking, many students use equations to answer questions. I further guided the students to analyze the quantitative relationship of the problem, and the students suddenly realized after understanding it. Through this practice, students' fixed thinking is prevented, and their habit of divergent thinking is cultivated, with careful observation and quick thinking. The third level is comprehensive exercise: it is the topic of combining old and new knowledge and comprehensive application. For example, "A set of children's encyclopedias is 16 volumes, and the unit price of each volume is the same. Bookstores A and B are both selling this series, and they have adopted different promotion methods: Bookstore A: Buy one set and sell it at a 20% discount. Store B: Buy 3 copies and get 1 copy. If you buy a set of books, which store is the most suitable? " This topic not only combines the knowledge of "discount" and "what percentage of one number is another number", but also is closely related to life. To choose the best scheme among different schemes, we should not only use what we have learned, but also cultivate the awareness of application.
Fourth, design flexible homework to improve students' interest.
Homework design is the basic link of teaching design and an important carrier of curriculum reform. I have always been a uniform class, assigning homework in a unified way. As a result, students with learning difficulties will not be flexible in doing problems, and plagiarism is more serious in order to complete the task. In view of this phenomenon, I made some attempts in my homework: my homework is basically divided into three pieces. The first is to tell my parents what I learned that day. This assignment aims to make students review the content of the day in time. In the process of speaking, they not only exercised their language expression ability, but also reviewed what they learned that day. The second is to consolidate the content of the day. When assigning homework, I give students some autonomy in choosing. For example, students with learning difficulties can only choose basic questions; For top students who have a good grasp of basic topics, they can do those variant exercises and comprehensive exercises instead of doing them. If students can do this kind of problems correctly, it means that they have mastered the basic knowledge. The third is to preview homework. As the name implies, it is to preview what you want to learn the next day and complete the preview questions. Try it like this