The results of mathematics classroom teaching in primary schools in our county are as follows:
1, integrated into teaching ideas: After the baptism of curriculum reform, many teaching ideas of curriculum reform have penetrated into the hearts of every teacher and into our classroom. Our teacher is no longer the overlord of the classroom. In the classroom, he can not only hear his own voice, but also give students more right to speak. In the classroom, teachers give students enough time to think, create opportunities for students to explore and communicate, encourage students to express their opinions, show students' personalities, and fully embody the concept that "different people have different developments in mathematics". Now I often hear "What else do you want to say?" "What do you think?" "Do you agree with him?" ..... These questions can give students the opportunity to show their ideas, so that students can enjoy the learning process and feel the joy of harvest.
2. A teaching mode has been formed: teachers have changed the previous teaching mode of "teachers teach, students attend classes, teachers assign homework and students finish homework" through their exploration in classroom teaching, and formed some teaching modes suitable for the new curriculum. There is a teaching mode put forward by the school and implemented in the school: small "four rings and four movements"; Yusha's "Three Sections and Five Rings"; Dayuan's "student-based classroom", Some teachers have explored and discussed some typical teaching models in teaching: "Creating problem situations-exploring, analyzing-communicating, summarizing-consolidating and upgrading"; "Provide materials-guess-verify-draw a conclusion-apply"; "Life-Mathematics-Life" and so on.
3. Accumulate teaching achievements: Since the curriculum reform, primary school mathematics teachers in our county have studied teaching theories seriously, actively participated in various teaching and research activities, constantly reflected and summarized, and accumulated rich teaching achievements. First, I participated in the provincial-level project experiment of primary school mathematics classroom teaching and accumulated experimental results; The second is to participate in provincial, municipal and county classroom teaching competitions, and the classrooms carefully designed and automatically generated by teachers have accumulated good teaching demonstration effects for us; Third, teachers are good at thinking and writing in teaching, and have written many teaching papers, cases and reflections, which have achieved good results in provinces and cities; Fourthly, the classroom teaching courseware made with related topics enriches our teaching resources.
Although we have made gratifying achievements in primary school mathematics classroom teaching, there are still many problems in our classroom, which should be paid attention to. By combing the video-guided lectures in the past year, this paper analyzes the problems existing in mathematics classroom teaching in primary schools in our county, and puts forward relevant improvement strategies.
First, the ability to control teaching materials needs to be improved.
Textbooks are the carrier of curriculum standards, the support of classroom teaching and the most important curriculum resources. As a teacher, only by studying the teaching materials carefully, clarifying the writing intention, thoroughly understanding the teaching materials and making good use of them can we achieve good teaching results. In actual teaching, due to the interference of various factors (learning depth, understanding ability, concepts, etc.). ), teachers still have some shortcomings in controlling teaching materials, mainly in the following three aspects:
1, the understanding of teaching materials is not deep and the teaching objectives are inaccurate.
Teaching goal is the soul of teaching, which is not only the starting point of teaching, but also the destination of teaching. Teachers grasp the essence of teaching materials. Only by grasping the teaching materials well can we handle them well. Only by objectively analyzing the teaching materials can we accurately grasp the teaching objectives and work out a practical teaching plan in combination with the actual situation of students. If the teaching goal is not grasped properly, the teaching design will be deviated and the teaching goal of the textbook cannot be achieved.
Example: the significance of the score in the second volume of grade five (P6 1). A teacher gives the following positioning in teaching: combining specific situations and intuitive operations to understand the meaning of scores; Will use origami, coloring and other ways to express music scores; The specified part can be represented by a fraction. In teaching, the teacher prepared disks, square paper and articles. First, students fold a quarter with a disc; Then let the students fold a quarter with a square (students have many methods), and then point out a quarter line, bread and bananas; Followed by related exercises; Finally, explain to the students what a score is. It should be said that it is good to complete the task according to the set goals! However, the teacher neglected the arrangement system of teaching materials and forgot the basic law of spiral rise. In the study of the first volume of the third grade, students have a preliminary understanding of fractions with the help of operation and intuition, can read and write simple fractions, and can compare fractions with numerator 1 with fractions with the same denominator. I also learned the simple addition and subtraction of fractions with the same denominator. These are the basis of starting the student achievement system in this unit and the basis of this class. The goal of this class should be: on the basis of students' existing knowledge, improve students' perceptual knowledge of fractions to rational knowledge and summarize the significance of fractions; Understand the meaning and unit of score; The difficulty lies in understanding the unit "1". So the design focus of this course should fall on why different figures and objects can be represented by a quarter? Therefore, it is outstanding to divide the whole into four parts to represent one part, so as to achieve the goal of breaking through the unit "1".
Improvement strategies: reading repeatedly, grasping the whole and positioning correctly.
2. The intention of the textbook arrangement is unknown, and the textbook is adapted at will.
Flexible use of teaching materials, combined with students' actual innovation and adaptation of teaching materials, so that teaching is more suitable for students' learning, is a work that teachers should think and try. However, if teachers don't fully understand the arrangement intention of textbooks and adapt textbooks at will, it will inevitably lead to teaching deviation, fail to achieve the expected results and even mislead students.
For example: three-stroke division (page 74). The teacher changed the example to: Class Three students take part in the campus group dance gymnastics competition, with three rows in each row 12 people. How many students are there in Class Three One? In order to help students understand the calculation process, the teacher also gave each student a piece of paper with three rows of circles, each with 12. The teacher deliberately increased the distance between 10 and 2 laps. The teacher told the students that now each circle is used to replace a student. Please circle it and draw a picture, and think about how to calculate it. what do you think? In fact, the teacher's idea is good. It is hoped that by extracting questions from students' life scenes, students can be guided to analyze algorithms and reasoning, and different students' different thinking in calculation can be displayed, and then the process of multiplication with pens can be summarized. But it backfired, and finally the student's answer was unexpected. There are 6*6, 4*9, 3*3*4,10+10+10+6 and so on. Why is this happening? Teachers ignore the following points when adapting textbooks and providing corresponding learning materials: First, students' intuitive thinking sometimes brings negative effects in learning; Second, students' dependence on oral multiplication (the materials provided can be oral multiplication: 4*9, 6 * 6); Third, there is no deep grasp of the teaching materials. If the textbooks are sorted out, it is not difficult to understand their arrangement intention. The first content of this unit is oral multiplication (including integer multiplied by one digit; Estimation: A number is close to integer 100 times). This course is for students to learn the integer 10 times of a number, add the existing knowledge and experience-the composition of two numbers, and then use three boxes of 12 markers on the picture. Students should consciously divide 12 into 10 and 2, and think according to the existing foundation. But after adaptation, it is equivalent to opening the integrated tags and mixing them together. In addition, students are also very interested in drawing a circle and try their best to draw a circle and reassemble these disks, so in the end, students did not follow the process envisaged by the teacher. This adaptation did not promote students' learning, but misled them.
Improvement strategy: understand the intention, study deeply and adapt carefully.
3. The use of teaching materials is not in place and there are deviations.
The same textbook, the same goal, the same process, and different teachers will teach, and the final result may be very different. What's the difference? In addition to the differences in teachers' personal teaching skills and literacy, it is more because of the different use of teaching materials, which leads to the deviation of teaching and fails to achieve our expected teaching effect.
Example: The understanding of the number within 100 in the second volume of Senior One (P33). Numbers are abstracted from real life and widely used in real life. The teaching of this unit starts from students' specific life experience, so that students can experience and understand the concept of number in real situations, and expand the understanding of logarithm to less than 20 to 100. The theme map is based on 100 lamb. Lamb is one of the favorite animal images of first-grade children. Therefore, teachers use this theme map to start teaching with the situation map, so that students can know the numbers within 100. In my lectures, I found that most teachers adopt the following teaching process: showing the theme map-specifying the area to be counted-estimating and expanding the range of numbers-showing the situation map to carry out specific learning activities. This process should be said to be reasonable, but many teachers have encountered unexpected things in teaching. The teacher asked the students, "Students, let's estimate how many sheep there are?" This kind of treatment is beneficial to cultivate students' preliminary estimation habits, and it is also a good way to cultivate their sense of numbers. When the teacher waited for the students' various estimation results in anticipation, I didn't expect the students to answer in unison: "There are 100 lambs!" It is estimated that this idea has failed! Teaching failed to run on the track set by the teacher, and the teacher was embarrassed! Another teacher adopts the mode of separate lectures. Although the teaching procedure is exactly the same, the effect is quite different. The teacher's practice is to present the theme map many times. First, show 20 lambs, and ask the students to count and circle them. Then he said, "there are many lambs on the grass, much more than 20." Guess how many? " After the students guess all kinds of answers, highlight "much more", then appear as a whole, estimate who guessed right, and finally let the students circle and count (integer is ten). This kind of treatment makes students have a preliminary understanding of "much more", and also makes students experience the process of estimation, which is of great benefit to the cultivation of students' sense of numbers. The two different uses of teaching materials have produced different effects.
Improvement strategy: understand attentively, dig deeply and use rationally.
Second, classroom teaching blindly pursues form.
1, scene import is a mere formality.
Creating situations is a leading-in method that our math teachers are very familiar with and widely used, and it is also a practice that meets the requirements of curriculum standards. The curriculum standard points out: "Mathematics teaching should closely connect with students' real life, create vivid and interesting situations according to students' life experience and existing knowledge, provide students with opportunities to engage in mathematics activities, and stimulate students' interest in mathematics and their desire to learn mathematics well". However, in actual teaching, some teachers have racked their brains to pursue novelty, and the final result is really unsatisfactory.
For example, the situational import of "mutual understanding": a teacher painstakingly designed "magical Chinese characters" and used this animation situation to import them. Show a word "stay" first, and then become an "apricot"; Then a word "sea" is produced, and then it becomes "Haida"; Finally, a sentence appeared, "guests come from nature", and then it became "guests fall from the sky" Students, where else have you found this phenomenon? Under this guidance, students say "martial arts, the other side, music, department, defense, kindness, mutual understanding, singing, milk;" ..... "The students didn't think of sentences that could be read backwards, so the teacher added two more sentences: people have passed through Buddhist temples; Monks visit Yunyin Temple. In the eyes of students' admiration and approval, the teacher said that this phenomenon also exists in our mathematics. Today we are going to learn "mutual opposition" and write a book on the blackboard. After spending a lot of time, the teacher finally brought out the theme, but unfortunately the students were still addicted to piecing together Chinese characters. After the new lesson, the teacher arranged an open exercise, and asked the students to write several groups of countdown at will. The result is that except for some correctness, a large part is written: 6 and 9; 15 and 51; 3.45 and 54.3. Think carefully, why is this? Indeed, the teacher's careful design and situation can be described as novel, which also stimulated students' interest. However, students' interest is not in the learning content of this lesson. In addition, the selected situation is different from the learning connotation of this lesson, and there are no math problems in the situation. Therefore, it can't help students understand the "countdown", it can't arouse students' thinking, and it also affects students' normal study.
Improvement strategy: close to life, inclusive of problems, causing thinking.
2. Cooperative learning is a mere formality.
The change of students' learning style is an important topic in the implementation of the new curriculum. In mathematics teaching in primary schools, cooperative learning is conducive to cultivating students' sense of responsibility in completing tasks together, cultivating students' cooperative spirit and promoting students to learn mathematics well. Therefore, many teachers consciously use cooperative learning to carry out teaching activities in teaching. In class, you can often hear the teacher say "Let's discuss in groups of four" and "Let's carry out activities in groups and discuss the law of * *". Instructions like this are based on the teaching concept of cooperative learning. With this form, but the lack of substantive cooperation. Mainly manifested in: the content of cooperative learning has no discussion value, the degree of students' participation is uneven, and the time given to students is not sufficient.
Once listening to the class of "Calculation of Triangle Area", the teacher asked the group to work together to put two identical triangles into a parallelogram and think about the area relationship between triangles and parallelograms. Some groups do it with a strong student, while others do nothing; Some groups do their own things and have nothing to do with each other; Some groups looked at each other and didn't know what to do in the cooperation required by the teacher. Think about it, does this process need cooperation? Can't you be alone?
For another example, the teacher asked the four-person group to analyze and discuss, and before the students started to think, the teacher began to pursue the results, and the students also looked like they were discussing casually, pretending and doing things hastily.
None of the above can achieve the purpose of cooperative learning. The purpose of cooperative learning is to optimize and integrate different ideas in the group, turn the results of individual independent thinking into the common results of the whole group, and solve problems with group wisdom. Without the process of independent thinking, cooperation loses its real meaning. Without a certain time guarantee, students' research and exploration will accomplish nothing. If the cooperation problem designed by the teacher is not difficult, the discussion will be meaningless and will not promote the development of students' thinking. Group cooperation often becomes a stage for talking children, and the potential of other children is suppressed.
Improvement strategy: clear the problem, give enough time and optimize the combination.
3, the operation is a mere formality.
Mathematics teaching in primary schools should not only let students master basic knowledge and skills, but also let students experience, feel, experience and explore in their daily learning activities. Homework activity is a good means to help students experience, explore and experience the process of knowledge formation. Abstract knowledge can be intuitively understood through operation, and laws can be explored through operation, and conclusive knowledge can be extracted. In mathematics teaching, there are abundant operation activities and a lot of knowledge to help students learn. In the calculation class, you can use operations to help you understand, such as "abdication subtraction" in senior one; Geometric knowledge can be deduced by operation, such as "area calculation of parallelogram"; There are also related contents in statistics, such as possibility and so on. Reasonable arrangement of homework activities will improve our classroom efficiency and teaching effect. Improper arrangement of operation activities, time-consuming and laborious membership fees, and meaningless.
For example, when teaching "the sum of any two sides of a triangle is greater than the third side", the teacher created a situation in which Xiaoming chose a shorter road to go to school (home and school are at two points of the triangle road respectively). Almost all the students can see at a glance that standing on one side is the closest, but the teacher still insists that the students try their best to operate and compare. Some use a ruler to measure, some do a simulation, and remove two sides and one side. After the students operate, the teacher guides the students to put forward the conjecture that the sum of any two sides of the triangle is greater than the third side. Does it make sense to force operations on objects that don't need operations?
However, if it is within the "area of a circle", students are arranged to operate to transform the circle into an approximate rectangle. If students operate properly under the guidance of teachers, they will go through this process, which will help to deduce the formula of circular area and improve their problem-solving ability. For another example, when teaching abdication subtraction in senior one, 16-9 can help students understand that 6 is not enough to subtract 9, subtract it with 10 and add 6 to get 7. This is helpful for students to master the principle of abdication subtraction and establish a preliminary understanding of the previous loan 1 for 10.
Improvement strategy: selecting materials, operating in an orderly manner and doing a good job in training.
Third, the overall computing power has declined.
"The Curriculum Standard of Primary School Mathematics" points out: "An important task of primary school mathematics teaching is to cultivate computing ability. Students are required to calculate correctly and quickly, while paying attention to the rationality and flexibility of calculation. " In the whole primary school mathematics teaching, each book has a special calculation unit, from integer, decimal to fraction; From simple four operations, mixed operations to simple calculations. In primary school mathematics textbooks, the content of calculation occupies a considerable proportion, which makes the whole primary school mathematics teaching reveal a strong atmosphere of calculation. It should be said that "it is necessary for adults to read and count, know the time, pay for shopping and change, weigh and measure, understand simple schedules and simple charts, and complete necessary calculations, estimates and approximate calculations related to this." But the students' computing ability and level are very worrying. Some teachers complain that children in grade five can't even multiply, and addition and subtraction within 100 can't pass; Some parents admit that their children are very careless in calculation and always make mistakes. Indeed, the overall calculation ability of primary school students in our county is not strong, it should be said that compared with before the curriculum reform, the overall decline. The reason for this situation is not only the influence of our own students and families, but also our responsibility as teachers. Teachers engaged in computer teaching mainly have the following reasons:
First, the lack of language skills. Curriculum standards point out that to cultivate students' computing ability, we should pay attention to basic oral calculation training, which is not only the basis of written calculation, estimation and simple operation, but also an important part of computing ability. The phenomenon of students' low computing ability mentioned above is actually caused by ignoring the importance of oral calculation in teaching. Because students are young when they first learn to calculate, their memory is arbitrary. At this time, oral arithmetic teaching needs repeated practice to remember.
Improvement strategy: pay attention to oral calculation and execution; Repeated training to achieve proficiency.
The second is to emphasize diversification over optimization. Curriculum standards encourage the diversity of algorithms, so in teaching, our teachers blindly pursue the diversity of calculation methods, regardless of whether these methods are repeated at the same level, and some are even meaningless so-called diversity, which teachers blindly affirm. This leads to students' excessive pursuit of "being different" in learning calculation, while ignoring algorithms and even calculation. In addition, there are no calculation rules in the book, so teachers will let nature take its course, as long as students can do it right, ignoring the optimization of the algorithm.
Example: For the abdication subtraction (P68) in the second volume of Senior One, the students gave many different methods according to the teacher's meaning. If allowed, students can also give many seemingly different but essentially the same answers in such low-level repetition, which are meaningless answers that are constantly dismantled and divided. Formal diversification is meaningless in computing teaching, which will not only help students improve their computing ability, but also have many negative effects.
Another example is: the second volume of the third grade, the written calculation of two digits multiplied by two digits (P63). With the teacher's bold encouragement, "What other calculation methods do you have?" Students put forward 24*6*2, 24*4*3, 12*8*3, etc. (because the students have learned to multiply one digit by many digits), the teachers praised them greatly. It is true that these methods can also solve this problem, but this is not the purpose of our class. Students should be guided to master the arithmetic and calculation rules of two-digit multiplication. Although there is no provision in the book, it doesn't mean that we don't talk about it or summarize the calculation rules.
Improvement strategy: pay attention to diversity and optimization; Know arithmetic and master algorithms.
Third, classroom training is not in place. Educational psychology believes that calculation is an intellectual operation skill, and it takes a process to transform knowledge into skill. The formation of computing skills has its own development law. Research shows that the formation of students' computing skills can be divided into four stages, namely, cognitive stage, decomposition stage, combination stage and automation stage. In order to make the calculation level of primary school students reach the automatic stage, it is essential to carry out necessary exercises. A certain number of exercises should be arranged according to the degree of difficulty to promote the improvement of students' calculation level.
Example: After teaching mixed integer multiplication and division, students will do: (25 * 4)/(25 * 4) =1; Later, when students were asked to calculate: (25+4)-(25+4), they actually got the answer of 1 It shows that students just imitate and confuse these two kinds of calculations, which shows that they have not reached the degree of automation when learning addition, subtraction and mixing. Therefore, the calculation training should be targeted and have comparative training.
Another example is that students often get the decimal point wrong in decimal multiplication calculation. In order to solve this problem, we can design the exercises in layers. The first layer, basic training, gives the decimal point to the integration point (6.7 * 0.8 = 536); The second layer, variant training, how to add decimal points to make the product correct (28 * 93 = 26.04); The third level, open practice, fill in the appropriate numbers to make the formula hold () *( )=4.8.
correct