Classroom teaching is the basic form of teaching and the main channel for students to obtain information, improve their skills and form ideas. The first-grade classroom teaching plays an enlightening role in the whole primary school stage and is the enlightening lock for students' intelligent learning. However, time in the classroom is limited. It is a problem that all junior one teachers must face in implementing the new curriculum reform to achieve the maximum progress and development of students in the least time. I think this is an important way for our teachers to improve the effectiveness of classroom teaching. In the mathematics teaching of grade one, effective classroom teaching can help students learn mathematics knowledge and skills easily in a good atmosphere by grasping their learning psychology. This also requires our teacher to grasp the teaching rhythm of a math class. If the teaching of a class is relaxed and harmonious, we can pay more attention to the progress and development of each student's wisdom. In mathematics teaching, "teaching" is the reasonable guidance of teachers, and "learning" is the learning and exploration of students. Pay attention to students' "learning".

(1) The rhythm of classroom teaching directly affects the arrangement of teaching content and the grasp of important and difficult points.

(2) If the pace of classroom teaching is properly adjusted, students' excitement can be grasped and the time can be reasonably controlled, so that students can "learn well" and "learn well".

(3) The rhythm of classroom teaching can reflect the ability of teachers to regulate teaching and the level of students' performance display.

How to grasp the rhythm of classroom teaching in grade one? I think we can start from the following aspects:

1 pre-class knowledge reserve, cleverly set up "data collector" to play the teaching prelude.

Students' self-study before class can make students understand the content of the new lesson and the goal of the new lesson knowledge, and teachers can make corresponding preview guidance. On the surface, the first-grade children are still very ignorant, and it seems a little too nervous to study before class. In fact, the first-grade children are at the age of imitating learning. Maybe they don't know what the purpose of imitation learning is. But if they are curious and interesting activities, they are often willing to learn. Teachers can seize this feature, attract students' attention with some activities they like, and play the overture of classroom teaching.

For example, some time ago, I participated in the teacher's pre-class preparation process before listening to the second volume of teacher Zhu's first-grade math book "The Numbers We Know". Teachers have done such things when communicating with students before class. When she mobilized students to prepare physical objects (candy, peanuts, rice, etc. ) in class, she used the candy she brought in advance to let the children guess how many I caught. Stimulate students' desire to estimate in interesting questions, and then let students grasp and guess. When students are in the craze of games, teachers guide students to imagine what objects around us can play guessing games. Students actively imagine and find that granular objects can be used. Teacher Zhu left a suspense, asking the students to go home and bring everything at home. The activity of "striving to be a good collector" makes students have fun and prepare enthusiastically, which makes them well prepared for classroom teaching. This kind of preparation shows that students are particularly outstanding in the classroom, and students can also complete the tasks in the classroom well.

2. Control the content arrangement of the class, arrange the time reasonably and relax the rhythm.

The amount of knowledge given to students in a class should be limited to what students can accept and digest. The knowledge capacity is too small, students can't eat enough, and the rhythm is slack, which can't stimulate students' interest in learning; The knowledge capacity is too large for students to digest, so the thinking of classroom teaching should be clear. The design of each link is reasonable and the time is strictly controlled. Grasp the priorities. The main content should be based on exploration and explanation, and students should explore and explain what they can understand. An inefficient classroom to prevent the inversion of primary and secondary schools. Hurry up. The allocation of classroom teaching time according to teaching content should follow the principle of "less primary and secondary", and spend more time on key and difficult contents and less time on secondary contents. Before entering the classroom, it is best to give yourself a lesson in your mind, plan your time well, be aware of it, and respond flexibly to sudden changes in the classroom. Grasp the teaching attitude. Classroom teaching behavior is very standardized, the language is vivid, concise, cadence, the teaching attitude is cordial and generous, the clothes are beautiful and generous, the blackboard writing is concise, the level is clear and creative.

In the process of project introduction, we should appropriately create some situations such as questions, stories and games, so that students can quickly enter the state of learning new courses and have a preliminary understanding of new course learning, and many courses do not need to be imported.

The new lesson learning link is the most important link to implement the three-dimensional teaching goal, which requires teachers to grasp the key points, solve doubts and doubts and break through difficulties in teaching. This link can be handled according to the learning situation, "a hundred flowers blossom." In the teaching process, we should follow the teaching principle of "teaching as the leading factor, learning as the main body, doubt as the main axis and practice as the main line", and adopt problem-oriented inquiry activities in learning methods, which generally accounts for nearly three-fifths of a class. Teachers should fully display the charm of all teaching language behaviors, including speaking, performing, singing, dancing, etc ..... fully mobilize their senses, enhance the feelings between teachers and students, be close to students in class, and be good friends. Children in Grade One are really cute, especially when they encounter many problems and emergencies. Sometimes the teacher carefully designs a perfect classroom design, but it is divorced from the classroom content because of the child's bizarre problems or events. This requires teachers to deal with emergencies flexibly. You can't just scold your child or interrupt his curiosity.

In the process of consolidation and improvement, children in lower grades have poor active attention ability, especially in the practice, which easily makes them lose the motivation to solve problems. In this link, we should make more efforts to internalize knowledge, deepen understanding, and select topics that are practical and conducive to students' acceptance. Never choose digression or strange questions, which will lead to students' frustration and confusion.

Summing up the development link, this link can enable students to grasp the front line and know the overall situation. Among them, the second, fourth and fifth links generally account for nearly two-fifths of a class. For the knowledge that is easy to understand in the new lesson, the study time can be accelerated, and for the knowledge that is difficult to understand, the time can be slightly relaxed. Reasonable grasp of specific time in classroom teaching.

Take the lesson "What We Know" taught by Teacher Zhu as an example. I remember that in teaching, three links (counting, speaking and guessing) were designed. Hundreds of tables were designed by the teacher for five minutes. Let the students have a preliminary concept of percentage. During the talk, Teacher Zhu designed and guessed the ages of My Home and the House of Maruko for ten minutes. Students are very interested in guessing. But some children don't know much about numbers. When several children guessed grandpa's age, they all said that grandpa was in his thirties and forties and in his sixties and nineties. In fact, these possibilities are not ruled out in life. However, if we judge according to the general family situation, we often need to think. Students are more interested in this section, so the teacher will give it a little longer. Ask the students to guess the age of the children's family members in the class. However, children's interest does not mean that they can stop when they stop. At that time, the teacher did not interrupt the students immediately, but reminded them slightly that "whoever guesses the closest age will be rewarded with a star of wisdom". The students went back to the teacher's question. So you can prepare the following new lesson. In the guessing session, Teacher Zhu designed a fifteen-minute "hide and seek" activity. This is an activity that needs children to do. The first-grade children are not very good at hands-on speed, including their ability, so it takes a little longer. This link is what children are most interested in. But this link needs children to do it themselves, which is easy to be confused. If the classroom rhythm is not well controlled, it will appear slack and students' attention will be easily distracted. The teacher lists the problems that the students want to solve in a table, so that the students can operate around the table and complete the classroom tasks to achieve the teaching purpose. Finally, prepare a small link as a supplement, which can be arranged according to the teaching effect and time of the classroom. Moderate grasp, moderate relaxation in teaching, showing the effect. 3. Flexible application of methods, clever grasp of classroom rhythm

The choice of teaching methods can play the role of lubricant in classroom teaching. Only when any teaching method adapts to teachers' literacy conditions and can be fully understood and mastered by teachers can it effectively play its function and role in actual teaching activities. Therefore, when choosing teaching methods, teachers should also choose the most suitable teaching method according to their own actual advantages, so as to foster strengths and avoid weaknesses. When choosing teaching methods, teachers can make full use of the functions and functions of teaching environment conditions when time permits.

Single and inflexible teaching methods and means can only make the classroom boring. Mathematics classroom teaching under the background of new curriculum should be fast-paced, flexible and colorful, not black and white and silent. Teachers should have a moderate pace in class, mainly to inspire students' thinking and intelligence. Primary school students' intentional attention time is mostly within 20 minutes, and their attention is easily distracted. Once the teaching method is boring and slow, students will have bad habits such as fidgeting or whispering. Therefore, teachers should seize the brief moment of students' attention and organize various classroom activities at a pace acceptable to students, such as games, singing, doing actions, fighting for answers, etc., so that students can learn in a relaxed and exciting atmosphere. In this way, students have high learning enthusiasm, will not feel bored, and their knowledge will be particularly well remembered, and the teaching effect will naturally be better.

Teachers are good at adjusting the classroom, students fully display their abilities, and the rhythm of classroom teaching is harmonious.

Teachers should correctly position their roles and respect the individual differences of students; Expand knowledge reserve and consolidate basic teaching skills; Enhance the agility of thinking and improve the ability to deal with emergencies.

4. 1 Correctly position the role of teachers and respect the individual differences of students.

The arrangement of teaching content in class sometimes can't be accepted by all children quickly. Children in grade one are easily distracted, and may be distracted by people passing through the window or sudden noise outside. Maybe it's just the most critical moment to learn a new lesson, and he doesn't listen. If the teacher doesn't pay attention to the guidance when the students show their new knowledge, maybe he won't. Often, children who are active and enthusiastic in class can easily accept new knowledge, but for introverted or mentally retarded children, they can't master it after studying again. At this time, teachers need to make appropriate adjustments in class, and they don't have to talk about the same topic several times, because it will make children feel bored, but they are willing to accept the help of their peers with a little reminder during practice.

4.2 Cultivate students' innovative ability.

Children's thinking is very flexible, and sometimes some very novel ideas appear. When a child has a problem, he can boldly try to say it. Teachers can't draw conclusions in class, nor can they assert at a loss. This can stimulate their exploration consciousness and stimulate their thinking and innovation ability. I remember that in my "Two-digit Subtraction from One-digit abdication" class, the content is to let students come up with calculation methods through exploration. This paper mainly introduces the calculation method of abdication reduction by digital subtraction and column vertical method. In teaching, a little boy in our class kept raising his hand, so I called him. He whispered, "Teacher, I have an idea. I don't know if it's right. 43-5 I divide 43 by 10 and subtract 5, and the result is 5,43. If you subtract 10, there is still 33, and then 33 plus 5 equals 38. " The method is very good, so I quickly praised it and let other students feel his method. Then another child raised his hand and said, Teacher, I also have an idea. 43-5 I subtract 5 from 45 to get 40, because the topic is 43, not 45, and then I remove 2, 40-2=38. After listening, that's right. The child is too clever to praise again and again. Other children also used their brains in this inspiring atmosphere, and the classroom became very lively.

The rhythm of classroom teaching becomes harmonious, and students' emotions are fully high in the learning process. The students really appreciate the fun of being a master. Under the guidance of the new curriculum standards, the teaching quality has been improved in the realization of teaching objectives. From a scientific point of view, the rhythm and form of classroom teaching reveal the profound connotation of mathematics classroom teaching and construct a harmonious and scientific subject under the new curriculum standard. From the artistic point of view, the rhythm of classroom teaching has high aesthetic value. The most important thing is to let students feel the attraction of classroom teaching rhythm in math class.