First, cultivate good writing habits. At ordinary times, I always hear some teachers say: Now students have studied mathematics for several years and can't even write. Doing homework is a headache for teachers, that is, students do not develop good writing habits.
1, accumulate over a long period, small start. When students first entered school, I not only asked the children to calculate carefully, but also emphasized the beauty of numbers when writing them. I also made full use of Tian Zi's grid to do Tian Zige's exercises. Tian Zige was used in the first semester of senior one. I asked them to use it in the first grade to praise the children who wrote well. It was not simply to criticize the children who wrote poorly, but to teach them by hand, telling them which numbers were well written and how to correct them if they were not well written. Slowly, students will pay special attention to whether their handwriting is neat and beautiful while doing the questions carefully.
2. Set an example and set an example; No teacher has the most contact and the closest relationship with students in his study. Students especially like imitation. They learn from imitation. Teachers have a certain prestige in the eyes of students, and teachers' behavior habits are often imitated by students. Teachers require students to develop good habits as well as good teaching habits, so teachers' writing habits will also deeply affect them in teaching. In teaching, I first set an example, and I will always be neat and beautiful whether writing on the blackboard or correcting homework. Usually, if the blackboard writing is unqualified, I will erase it and rewrite it. When writing, I will erase the traces, so that I can write it at once.
Second, cultivate good classroom study habits.
1, like it in time and get into the state quickly. It is not particularly easy for students to enter the learning state as soon as they hear the bell. If we don't pay attention to train students to enter the learning state as soon as they attend class, students will be in a state of distraction in the whole class, teachers will be depressed because of the classroom atmosphere, and the teaching effect will be greatly reduced. In view of this phenomenon, I designed a pre-class reward activity according to the psychological characteristics of junior children, instead of using punishment. If the bell rings, whether the teacher is here or not, I can quickly take out my books and school supplies and wait for the teacher to come to class quietly, so that I can get a small red flower and stick it in the glorious column behind the blackboard. If I save enough, I can change it into a big red five-star as one of the evaluation methods for outstanding students at the end of the term. With such activities, students will have a profit-seeking behavior at first, and take the initiative to prepare for Xiaohong before class, but after getting used to it, they will gradually enter the state of learning immediately after class.
2, interest, strengthen attention. Any practical activities of human beings need high attention, which is the forerunner and premise of all psychological activities of human beings. A person has developed a perfunctory, careless and absent-minded study habit, and even in a very quiet environment, he can't concentrate on his studies. In class, I use a variety of means to attract students' attention and interest, and then turn the topic into a story-telling form to improve students' interest and naturally strengthen their attention.
3, hands-on practice, independent exploration, cooperation and exchange. The new curriculum standard puts forward that hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Modern educational theory advocates students to do science with their hands instead of listening to science with their ears. In other words, students are given the opportunity to create practice in combination with reality in teaching. To cultivate children's mathematical ability, teachers can't rely on spoon-feeding teaching, which will make many children lose interest in learning mathematics. In teaching, I give children more opportunities to practice. For junior students, more opportunities for practice will inevitably affect the teaching process. In the teaching process, for one reason or another, the teaching goal of a class has not been completed, and the record of the practice process is not very ideal. After several hands-on practices, the ability has been greatly improved. It is with this hands-on process that students have a deeper understanding of what they have learned in the process of learning.
4. Without thinking, there is no real mathematics learning, and effective learning is to stimulate students to think independently. In class, students are encouraged to experience the joy of success from time to time, thus stimulating students to think about deeper problems. Let students fully display their thinking, exploration and communication activities in an open realistic situation and thinking space, combined with existing mathematical experience and knowledge. In group communication, students' individual problem-solving strategies are respected, and students can experience the diversity of problem-solving strategies, so that their innovative potential can be released.
Third, cultivate good work habits.
1. In the teaching process, in addition to educating students with love, patience and care for the healthy growth of immature childishness, how to mobilize the positive interaction of these stubborn and curious children, in addition to adopting various methods of teaching, homework can not be ignored. How to attract their attention and improve learning efficiency? I made some small attempts in correcting homework and used the method of "correcting+Chinese evaluation". In addition to evaluating students' homework scores, they also criticize and praise students with comments. Point out its shortcomings, affirm its achievements, mobilize students' learning enthusiasm and achieve good results.
2. Induce students to think and correct their mistakes. When students make mistakes in reviewing questions, calculating, analyzing and judging in their homework, I will mark the mistakes and write "Is the operation sequence right?" "Want to clear calculation.