1. Learn textbooks and improve the pertinence of exercises.
Every math teacher should study the teaching materials carefully and establish a correct view of teaching materials: teaching materials are not all teaching resources, nor are they the supreme imperial edict. They are just a carrier worth learning from. Under the new situation, teaching materials should be fully placed in students' knowledge base and life experience, and under the macro background of teaching resources, so as to continuously improve students' ability to integrate teaching materials and use them well. When preparing lessons, teachers should pay more attention to the inquiry process of students learning mathematics and strengthen the presupposition of classroom teaching. Only good presupposition can produce wonderful classroom teaching. When preparing lessons, we should not only carefully presuppose the teaching of the newly taught part, but also carefully conceive the design of mathematical practice activities in primary schools. Because, in our mathematics classroom teaching, students often spend half their time in practical activities. If we don't pay attention to the design of practical activities and teaching links, it will inevitably lead to low efficiency of classroom teaching. Therefore, only by improving the pertinence of practice can we improve the efficiency of mathematics classroom teaching in primary schools more effectively.
2. Strengthen the calculation and consolidate the calculation accuracy.
In the teaching of calculation, students' understanding of arithmetic should also be strengthened, and students should not be allowed to practice calculation a lot, but students' mistakes still exist. It is necessary for students to strengthen some practice in calculation, but in the process of practice, we must understand the students' situation and analyze the reasons for the mistakes. In other words, let students practice science on the basis of understanding. Students can strengthen the analysis of common mistakes in exercises, such as "when calculating 7.08÷3.5, there is a problem of 0 in quotient", and the failure rate is obviously high, which should attract teachers' attention. Similarly, the "0.45÷9" error in the oral calculation problem actually belongs to the same category, and it is a question of how to determine the quotient when the division is not enough. I think if the students understand the arithmetic of this kind of problems and strengthen targeted exercises in the process of practice, things will definitely get better.
3. Pay attention to verbal calculation and cultivate good learning quality.
Teachers should constantly and tirelessly train students' verbal ability, that is, improve students' verbal ability. Always grasp, everywhere. The current textbooks are all small units, and there may be no requirement for oral calculation for a long time after learning them, but if our teacher is not teaching, we will not pay attention to it? The answer is definitely no, and the improvement of oral calculation ability is positively related to the improvement of written calculation accuracy. In addition to the usual grasp, teachers can often hold some oral arithmetic competitions in the teaching process to arouse students' enthusiasm, remove the boredom of mechanical training and enhance their interest. In the usual teaching process, teachers should also pay attention to cultivating students' good learning quality. As the saying goes, "good habits will benefit you all your life." For example, when students are reading questions, they should learn to analyze what should be paid attention to and where to focus, and cultivate the habit of carefully examining questions.
4. Fully experience and thoroughly understand mathematical concepts.
Concept teaching should let students master it in understanding. The students made a big mistake in the conversion of area units in this test, which may be related to the fact that our teaching has not been well combined with reality to make students fully experience. Students are really unfamiliar with units such as "square kilometers and hectares". In the teaching of body concept, we should pay attention to the construction of knowledge network, not the teaching of teaching materials. In the teaching process, students should feel certain mathematical ideas, and in the future teaching, students' reality and life should be combined.
5. Pay attention to the process and improve students' mathematical thinking.
We should attach importance to the process of knowledge acquisition and let students fully experience and understand. I didn't expect the high loss rate of this fill-in-the-blank question 10. This is an example in the book. Of course, some teachers may say: What's wrong with the example? When I was teaching, I made it very clear that students would be wrong or wrong, but they still wouldn't. Who is to blame? But I would like to ask teachers to review their own teaching: are students fully explored in teaching, and is the process of exploration sufficient? Have students experienced the process from disorder to order, and have students learned to think in an orderly way? If the student has really experienced the above-mentioned teaching process and it is true, then even if it is not a case, he will think in an orderly way and list it.
6. Use life to feel the value of mathematics learning.
Strengthen the connection between mathematics and life, and improve the ability to use mathematical knowledge to solve practical problems. In the usual teaching, we must pay attention to students' life, let students learn useful mathematics and valuable mathematics, make mathematics closely related to life as much as possible, and let students improve their critical thinking ability in application. For solving problems, students should carefully examine the problems, carefully analyze the quantitative relations in the problems, effectively train some common quantitative relations in peacetime teaching, and improve the practical application ability of mathematical knowledge.