1 how to improve the quality of mathematics teaching in the sixth grade of primary school
Teachers should be good at stimulating students' learning motivation in teaching.
The primary school stage is a period of unstable thoughts, and the pupils in this period are easily influenced by external thoughts, which is both beneficial and unfavorable to the implementation of mathematics teaching. On the one hand, teachers educate students with correct mathematical concepts according to the characteristics that students are easy to form mathematical concepts in primary schools; On the other hand, primary school students are easily influenced by some bad ideas, and think that mathematics knowledge is more useful only to those who are engaged in professional mathematics research, and mathematics is not applied in life. This wrong concept of mathematics has a great influence on students, which shakes their will to learn mathematics to some extent and makes them lack the motivation to learn mathematics.
Faced with such problems in mathematics teaching, teachers should guide students to understand the significance of mathematics learning according to their realistic attitudes and concepts of mathematics learning, so that every student knows the importance of mathematics learning and that mastering mathematics knowledge is an essential quality for a qualified talent. Mathematics plays an important role in national construction and is an indispensable subject for social progress. Students should also realize the application of mathematics in real life through some examples of the application of mathematics knowledge in life. Through such education and guidance, students' enthusiasm and initiative in learning mathematics can be effectively stimulated, and strong motivation can be injected into students' participation in mathematics learning activities.
Pay attention to strengthening the cultivation of students' good study habits
The sixth grade is an important stage connecting the preceding with the following, and it is also an important period for the formation of mathematics learning habits. It can be said that at this stage, teachers attach importance to the cultivation of students' good math learning habits, which can lay a solid foundation for students' future math learning and enhance students' motivation to learn math. In the actual implementation of mathematics teaching in the sixth grade of primary school, in order to complete students' graduation exams and make them graduate smoothly, teachers often ignore the cultivation of students' mathematics study habits, which will directly affect the improvement of students' learning efficiency and the cultivation of students' good mathematics study habits. Therefore, in order to change this situation, teachers are required to pay full attention to the cultivation of good math study habits of sixth-grade students. In daily sixth-grade math teaching, teachers should pay attention to students' starting with details and guide students to cultivate good math study habits. Specifically, first of all, some sixth-grade students lack the planning of mathematics learning and mathematics learning activities, and pay attention to helping students develop the habit of making mathematics learning plans in the implementation of mathematics teaching, so that students can realize that it is very necessary to make mathematics learning plans.
There are many subjects in the senior grades of primary school, and these subjects are not well planned, and the distribution of their learning energy will not be very appropriate, which is very unfavorable to the actual implementation of mathematics learning. Therefore, it is extremely important to help students form good habits of mathematics study and to formulate and implement good habits of mathematics study plan. Secondly, in the implementation of mathematics teaching in the sixth grade of primary school, teachers should also pay attention to cultivating students' habit of focusing on mathematics learning. In the sixth grade of primary school, some students have not developed a more focused study habit in mathematics learning. In class, they are often absent-minded, willing to fiddle with small moves, lacking enthusiasm and initiative in learning, and lacking interest in learning. These are some fundamental reasons why sixth-grade students are not focused enough in primary school mathematics learning. In view of this situation, teachers should take some effective training measures to cultivate students' dedicated math learning habits. Focusing on the cultivation of mathematics learning habits is an important magic weapon for students' mathematics progress, and focusing on mathematics learning can effectively improve the mathematics learning efficiency of sixth-grade primary school students. In addition, in the sixth grade mathematics teaching, teachers should pay attention to the cultivation of students' autonomous learning habits. For a long time, teachers are used to instilling mathematics teaching methods, and the cultivation of students' autonomous learning habits is not paid enough attention in teaching, which has a great impact on the effective implementation of mathematics teaching in grade six. Therefore, it is imperative to strengthen the cultivation of autonomous learning habits in the sixth grade mathematics teaching in primary schools.
2 methods to improve the quality of sixth grade mathematics teaching
First, pay attention to guidance and enhance students' learning motivation.
Psychologist Bruner regards "motivation principle" as an important teaching principle, and thinks that teaching must stimulate students' learning enthusiasm and initiative. Learning motivation is the internal motivation to directly promote students' learning, and it is indispensable for any learning activity. Students have a strong desire to learn, naturally eager to learn, eager to progress, eager to work hard, the improvement of students' mathematical ability and level will certainly stimulate their self-confidence in learning mathematics. As a math teacher, we should consciously infiltrate the education of cultural learning and the significance of math learning in teaching, so that students can understand that they are the masters of the country, the hope of the future and shoulder the heavy responsibility of hometown construction and development. Only by being proactive and eager to learn can they become useful people to the country and society in the future. Teachers should guide students to feel that mathematics is an indispensable tool for people's life, work and study, and nothing can be separated from mathematics; Infiltrate mathematics history education in teaching, so that students can feel the value of mathematics; Introduce some successful stories of scientists, especially mathematicians, learn from their lofty aspirations and persistent spirit, draw learning motivation from them, and have confidence in mathematics learning.
Second, create a good classroom atmosphere and encourage students to develop good study habits.
In the process of learning, good study habits are the key to learning a course well. Mathematics is a rigorous subject, which requires students to have good study habits. It can be cultivated in three stages. The first is preview before class. Before class, students are required to preview what they will learn, mark the knowledge points they don't understand, and prepare the learning tools needed to learn the knowledge points. Secondly, in classroom learning, let students learn independently, put forward a variety of problem-solving ideas, and then let students compare and choose the best problem-solving method. In the teaching process, teachers and students should interact with each other, so that students can actively participate in classroom learning, enliven the classroom atmosphere, make students feel that learning mathematics is a pleasant and relaxed thing, and improve their interest in learning mathematics. Finally, in the after-class review stage, let the students review in groups, so that when they encounter problems they don't understand, they can discuss and solve them with each other, and because they study in groups, they can supervise each other and complete the after-class review work. Let students study like this for a long time, and over time, students can develop good study habits.
Third, optimize teaching and pay attention to the quality of classroom teaching.
On the premise of regular teaching, teachers should also pay attention to the actual effect of classroom teaching. The author believes that in the sixth grade mathematics teaching class, in addition to letting students master the basic knowledge points, the methods and processes of solving mathematics problems are also the focus of classroom teaching. I pay special attention to this point in my usual teaching. Some students in my class are particularly interested in math learning, and there are various ways to solve problems every time. I give them affirmation and then let students compare, so as to choose the best way to solve problems, thus expanding students' thinking, cultivating students' flexible thinking ability, making students realize the happiness brought by mathematics in the process of solving problems and cultivating students' strong interest in learning mathematics. In class, I pay special attention to arousing students' enthusiasm, strengthening communication between teachers and students, fully embodying students' spirit of learning easily, feeling happy and paying attention to fullness, and cultivating students' speaking ability, practical ability and thinking ability, thus improving the quality of mathematics classroom teaching.
3. Improve the quality of mathematics teaching in the sixth grade of primary school.
Connecting with life and creating vivid teaching situations
Both primary school mathematics knowledge and junior high school mathematics knowledge are tempered on the basis of life, and the teaching of sixth grade mathematics in primary school, from primary school to junior high school, can not be separated from the support of life.
In the sixth grade mathematics teaching in primary schools, teachers can focus on students' real life, take intuitive, vivid and concrete materials in real life as the source of creating mathematics teaching situations, put mathematics knowledge in vivid teaching situations, inject vitality into primary school mathematics teaching, make students' emotions and situations tend to be consistent and resonate, and make the learning of mathematics knowledge lively and interesting. For example, in the teaching of "Mathematical Problems in Stamps" in the sixth grade of primary school, the teacher can create such a teaching situation for students: Classmates, have you mailed the letters? Has anyone seen stamps? Do you know how to use stamps? Wait a minute. get through
The optimization of classroom teaching content and teaching methods promotes the efficient implementation of teaching.
The traditional mathematics teaching contents and methods in the sixth grade of primary school are relatively backward. In teaching, teachers are the masters of classroom teaching, and middle school students are the passive recipients of mathematics learning. Students' interest in mathematics learning is not high, and the effectiveness of teaching is not strong.
In order to change this teaching situation, teachers are required to optimize the existing teaching contents that are not conducive to improving the efficiency of mathematics teaching according to the actual needs of teaching, the students' mathematics foundation and the individualized needs of mathematics learning, further innovate the teaching methods of mathematics, and promote the efficient implementation of mathematics teaching in the sixth grade of primary school with the teaching methods that sixth grade students like.
How to improve the teaching quality of mathematics in the sixth grade of primary school
Strengthen guidance and cultivate students' learning motivation
There is a very important rule in teaching, which is called "motivation principle", which was put forward by a psychologist named Bruner. According to the "motivation principle", in teaching, teachers should fully stimulate students' learning initiative and actively participate in classroom learning, and students' intrinsic learning motivation is the internal source of directly promoting students' learning. If students have a strong desire to learn, they will become very diligent and greedily absorb new knowledge. Therefore, it is of great significance to stimulate students' strong interest in learning mathematics. For example, actively guiding students' hands-on operation ability in teaching has a good effect on students' interest in learning.
For example, when talking about "the volume of cylinder and cone", the teacher can bring two sets of teaching molds for cylinder and cone, each of which is the same height, and then let each student fill the cylinder with sand with a cone. The final experimental result is that the cone filled with sand is put into the cylinder, sometimes it is less than three times, sometimes it is just three times, and sometimes it is not enough. At this time, the teacher asked the students to compare the bottom and height of the two groups of cylinders and cones, and finally slowly told them the internal principle. This interesting classroom teaching experiment can stimulate students' interest and cultivate their learning motivation.
Review at random, improve the knowledge structure and create a space and platform for students' lifelong development.
One of the difficulties in sixth grade teaching is that in the final review stage, students' knowledge is forgotten and there are many defects, and the synthesis of knowledge is even more problematic. How to solve this problem? "Integrating review into the usual teaching of grade six to help students gradually improve their knowledge structure" is the experience of many teachers and a good solution to this problem. Only in this way can it be an empty talk to reduce students' heavy academic burden, improve teaching quality and promote students' development.
If we carefully study the sixth grade mathematics textbook, no matter which version it is, the editors are permeated with the consolidation of old knowledge in the consolidation exercise of sorting out new knowledge. For example, in several chapters of the operation of four fractions, the review of old knowledge such as "normalized application problems", "common quantitative relations" and "average application problems" is arranged. If students are asked to answer these questions, pay attention to the details, and adopt the method of "talking about a topic with a string", it can help students review relevant knowledge and remedy the defects and forgetfulness of students' knowledge in time, which will certainly play a huge buffer role in the final general review. Students' knowledge structure will be more and more perfect, clearer and more stable with the usual review, which will not only improve the quality of sixth grade mathematics teaching.