Mathematics in Grade One and Grade Two plays an important role in the whole primary school. Initially cultivate students' abstract generalization ability; Analytical and comprehensive ability; Judgment, reasoning ability, flexibility and agility of thinking. Pay attention to the development of students' mathematical ability, and cultivate students' good behavior habits by letting them know more about the source and use of mathematical knowledge. First, the compilation of teaching materials should be "clear, thorough and comprehensive"
The learning of teaching materials should achieve the purpose of "understanding, infiltration and transformation". "Understanding" means understanding textbooks. Only by understanding the textbook can we distinguish which questions are basic and ask questions with "what" and "how". We can use "what do you think" to ask which questions are expansionary; Which questions are inquiry questions, it is necessary for students to discuss and explore. "Penetration" means mastering the systematicness, key points and difficulties of teaching materials, so as to achieve mastery and mastery. "Culture" means that we can experience and feel students' learning not only from the perspective of teachers, but also from the perspective of students. Only by doing this can teachers skillfully ask questions, guide students to think and improve teaching quality to a greater extent. Students are the masters of mathematics learning. The new teaching and practice courses pay more attention to methods. In the new teaching, we can establish an equal position with students, discuss the teaching content like friends, go into children's hearts, let them eliminate psychological obstacles and pressures, and change "I want to learn" into "I want to learn". In the practice class, use a variety of practice forms to complete the exercise. You can let your child be a little teacher to judge other correctness; Or through the form of competition. For the winning team, give red flowers or stars as prizes to promote students.
Second, design practical activities that meet the age characteristics of primary school students.
The second-year students don't know much about mathematics, and their contact with society is relatively narrow. Therefore, according to the actual situation of students, in the teaching of "direction and position", I ask students to judge the direction of the school first, then the direction of the classroom, and finally their own position and direction, so that they can know again and again and deepen their understanding of some knowledge. Let them practice more and their practical ability will be improved.
Third, the questioning process should emphasize that students are the main body.
Thinking comes from doubt. In the mathematics of the second grade of primary school, the general teacher only sees that letting students solve problems is a kind of training for students. Actually, the response is still passive. It is a more demanding training for students to ask questions and explore problems by themselves. Teachers should try to make students doubt again on the basis of doubt, and then encourage and guide them to question and resolve doubts. So as to improve students' ability to find, analyze and solve problems. In actual teaching, we often naturally ask students, "Are there any questions?" Students often answer with cooperation: "No problem." If it is always "no problem", then this phenomenon is extremely abnormal, and I am afraid it is really "problematic".
1, change ideas and establish a sense of "problems"
Teachers should clearly realize that the most important point in mathematics training is problem consciousness. Therefore, it is one of the responsibilities of mathematics teachers to cultivate students' habit and ability to dare to ask questions, and it is also one of the standards to evaluate the quality of mathematics teaching. Create opportunities for students to think, think and ask questions. Teachers should not only create opportunities to ask questions in each class, but also let students really use their brains to think about problems and ask valuable questions or questions they don't understand. Really use this time instead of going through the motions. In order to let students ask questions, teachers can consciously carry out some training, and they can stand in the position of students and demonstrate questions as students. For example, the second-grade textbook has learned "the understanding of angles", and students already know what an angle is and the names of its parts. "The size of an angle has nothing to do with the length of its sides." "Are there any questions?" The student answered "no problem". Is there really no problem? "Then let me ask a question." I asked a question: "Why is the size of the angle irrelevant to the length of the side?" After discussion, we understand that the edge of an angle is a ray, and the ray has no length, so the size of the angle has nothing to do with the length of the edge. The size of the angle depends on the opening degree of both sides. The teacher demonstrated asking questions from the students' point of view. Over time, students have the consciousness of asking questions. While guiding students to ask questions, it also cultivates students' ability to think and solve problems actively.
2. "Be kind" to students' questions and answers
No matter what kind of questions students ask, no matter whether their questions are valuable or not, as long as they are students' real thoughts, teachers should first fully affirm their children's courage to ask questions, and then take effective measures to solve the problems themselves or ask other students to answer them. For innovative questions or original opinions, we should praise him not only for daring to ask questions, but also for being good at asking questions and praising the value of asking questions, so as to guide everyone to learn how to think deeply about problems. Only in this way can students feel greater gains from asking questions, feel safe about asking questions, love asking questions more and more, and ask questions more and more. For students' answers, we should be careful to use habitual evaluations such as "very good", "very good" and "no, no". This evaluation puts too much emphasis on right and wrong. Over time, students' attention will focus on what the teacher wants. We can use a more neutral, acceptable or exploratory assessment as appropriate. For example, "Oh, that's a reasonable idea. Any other ideas? " "That's a good idea. What else can we add? " "Good idea, but how do we know ..." Encourage students to meet their needs and continue their studies.
In practice, teachers should combine the reality, optimize the content of questions, grasp the opportunity of questions, pay attention to questioning skills, and constantly improve their questioning ability. At the same time, it is also necessary to cultivate students' ability to ask and find problems, and really improve the quality of classroom teaching. Because the second-grade students are too young, their growth ability is relatively poor. Therefore, the teaching work is difficult, but I will try my best to sum up and reflect, ask for advice with an open mind, keep learning and improve myself.
extreme
Solving problems is one of the important goals of mathematics curriculum. Cultivating divergent thinking in mathematics teaching should not only help students to solve more problems and master more problem-solving methods, but also cultivate students' flexible problem-solving ideas, thus improving teaching quality, cultivating students' ability and developing students' intelligence. Students' mathematical quality is developed in the process of "problem solving". From the perspective of teaching itself, the core of problem solving is to stimulate students' thinking, create specific problem situations for students, inspire students to put forward exploratory or confirmatory problem situations independently, and find various methods to solve problems under different conditions. In this sense, the ultimate goal of problem solving is to stimulate students' thinking through the process of problem solving, so as to cultivate students' innovative consciousness and comprehensive application ability of subject knowledge.
First, create a situation to get information.
Creating problem situations should be student-centered and can stimulate students' intrinsic interest in learning. There is a deep-rooted need in people's hearts ―― they always want to feel like discoverers, researchers and explorers. In children's spiritual world, this demand is particularly strong. They look forward to their success, feel the power of their wisdom and experience the joy of creation. Teachers create such conditions and opportunities for students, which is the real student-oriented.
For example, in the second class of Grade Two, "Reading Statistical Chart", we can combine the theme map in the book with the students' reality, and ask students to investigate their favorite TV programs before class, and record the collected data in a concise way. Show the data collected by students in the form of statistical charts in class, and guide students to observe: What mathematical information can you find from statistical charts? Due to the participation of all staff and the real data collected by students themselves, students are in high spirits and have strong ability to participate in thinking. Let students feel that mathematics is around them, and they will find mathematical problems as long as they are careful, thus initially cultivating students' problem consciousness.
Second, guide students to think from multiple angles.
Different requirements are often put forward for students in the teaching of application problems, which can make their thinking ability get different training. In fact, there are many ways to solve practical problems. The key is whether students can feel and find the corresponding knowledge points and general methods to solve problems. Teachers should inspire students to put themselves in other's shoes and get rid of the interference of customary methods; Guide students to jump out of the original problem-solving mode.
Third, cultivate students' ability to explore and solve problems independently.
The way for students to acquire any knowledge is to discover it by themselves. Because this discovery is the most profound to understand, and it is also the easiest to grasp the internal laws and connections. Therefore, in teaching, we should try our best to provide students with time and space for independent exploration, so that students can have more opportunities to acquire knowledge independently, so that "students can think independently without the teacher's prompt; If students can operate independently, teachers will not replace them; If the students can solve it independently, the teacher won't demonstrate. "
For example, when teaching the second volume of "Crossing the River" (mixed operation 3) in senior two, students can ask mathematical questions according to the mathematical information they know. How many students are there? How many boats do boys need? How many boats do girls need? How many boats do boys and girls need? Among these problems, the first three questions are all one-step questions that have been learned. Let the students solve it by themselves and determine "How many boats do boys and girls need at least?" Problems to be studied in this course. In this way, students not only have a clear learning purpose, but also improve their analytical ability.
Fourth, pay attention to variant exercises.
Practice plays an important role in cultivating the ability to solve application problems. However, the practice should be organized reasonably in order to achieve good results. In particular, it is of great significance to arrange some variant exercises properly to overcome simple mechanical repetition, improve problem-solving efficiency and cultivate flexible problem-solving ability. Through variant exercises, many students can eliminate the interference of non-essential characteristics in application problems, correctly analyze the quantitative relationship in the problems and choose the operation methods, and get the correct answers. Variant exercises of application problems should be arranged from the lower grades. For example, the multiplication problem, the first known condition is not only the multiplicand, but also the multiplier. In the compound application problem, two adjacent known conditions can be calculated and some can not be calculated, so that students can correctly choose the known number to calculate on the basis of truly understanding the quantitative relationship in the problem.
Five, contact with reality, enhance the awareness of application
Applying mathematics is the starting point and destination of learning mathematics. The ultimate goal of mathematics learning is how to make students use what they have learned to solve problems in life. In teaching, teachers should guide students to look at the world from a mathematical point of view, understand the world, take the initiative to find problems and solve practical problems with mathematical knowledge. So as to promote the improvement and development of students' problem-solving consciousness. The most effective way to improve students' awareness of solving problems is to give students the opportunity to practice in person.
Make daily shopping, school playground, flowers, classrooms and other common knowledge into practical problems suitable for students to learn and explain or practice. This kind of application problem from students is full of interest in life. Students use their own knowledge to solve problems, further stimulating students' interest in solving application problems.
For example, when teaching "buying stationery", teachers are consolidating. For example, when teaching "buying stationery", the teacher creates a "simulated shopping" situation to let students learn "buying and selling things" in class. In the simulated shopping activities, students can identify goods, look at the marked price, take money to change, initially learn to identify counterfeit money, know how to care for RMB and save money, deepen their understanding of RMB and master certain life skills.
In short, problem-solving teaching can only stimulate students' interest in learning, stimulate students' desire to explore, cultivate students' good thinking habits, improve students' ability to analyze and solve problems, and enhance their self-confidence in learning mathematics by following children's thinking characteristics and thinking laws and combining the characteristics of problems themselves.