First, create an effective problem situation.
"Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" points out: "Mathematics teaching should be closely related to students' living environment, and based on students' experience and existing knowledge, create a situation conducive to students' independent learning and cooperative communication. "A good problem situation can play a role in arousing students' interest in learning and arousing students' mathematical thinking. Therefore, teachers must consider effectiveness when creating situations.
1, the problem should be life-oriented-build a real problem situation. Constructing a life-like problem situation will help students find the challenge of real problems, thus prompting them to devote themselves to learning activities. For example, the transformation of teaching graphics, teachers use multimedia courseware to create a "playground" situation. At the beginning of class, with the beautiful melody, lead the students to observe the translation and rotation phenomenon on the playground and feel that mathematics is in life and around them.
2. Questions should be targeted-closely related to mathematics learning content. Carefully design one or two questions to stimulate students' enthusiasm for learning new knowledge. For example, in the teaching of trapezium area calculation, two trapeziums with different sizes cut from two pieces of hard paper with different colors are presented first. The question is: "Which piece has the largest area? How much bigger? " The students answered the first question quickly through observation, but the second question was "How old?" It's hard to answer. At this time, students are eager to know how much the large trapezoidal area is larger than the small trapezoidal area, so they naturally enter a new classroom.
3. Ask questions with participation-let students' thinking actively participate in asking questions. Children are born with a desire to explore. They often think that they are or want to be explorers, researchers and discoverers. For example, in the teaching of parallelogram area, in order to let students fully participate in learning, the teacher designed activities such as counting squares and cutting and spelling to guide students to participate in the whole learning process and actively explore knowledge. Students use their own way of thinking to discover mathematical knowledge, experience the formation process of mathematical knowledge, let students enjoy the fun of success, and achieve the effect of cultivating students' exploration spirit and innovation ability.
Second, build an effective autonomous learning classroom
1, creating a good exploration situation. The enthusiasm and initiative of students' inquiry often comes from novel questions, situations or materials. There is not a child who doesn't like listening to stories. When teaching the basic nature of fractions, students can first tell the story of Tang Priest sharing cakes: "Three cakes of the same size, each person can only eat 3/4 or 6/8 or 9/ 12 of one cake, and the greedy pig Bajie insists that I want to eat 9/ 12. The Monkey King said that if I eat 6/8, Friar Sand will get 3. Students, who do you think eats the most cakes, Pig Bajie, the Monkey King and Friar Sand? " Guide students to think, which of the three scores is the biggest, 3/4, 6/8, 9/ 12? Therefore, in classroom learning, teachers create simulated inquiry situations for students and help students learn by solving some relatively complex and flexible challenging problems in real situations.
2. Flexible use of inquiry. The forms of inquiry usually include students' independent inquiry, students' temporary voluntary combination, group cooperation inquiry and large class collective inquiry. In the classroom, according to different inquiry needs, we can adopt one form or cross several ways to make inquiry activities more thorough and sufficient.
3. Enthusiastically participate in students' inquiry. Teachers' participation is a great support and encouragement to students, and teachers' enthusiasm is very attractive to students, which can stimulate students' motivation and enthusiasm for inquiry and promote students' active inquiry.
4. Promote students' interaction and communication in inquiry. In the process of inquiry, the first thing teachers should do is to promote the communication and interaction within students' study groups. Secondly, teachers should also encourage dialogue between study groups and provide conditions for this exchange. In addition, teachers should organize the communication of the whole class, so that all students can gain various gains in demonstration and observation, expression and listening, questioning and arguing, refutation and support.
Third, encourage mutual assistance and establish effective ways of cooperation
With the in-depth development of quality education, group discussions and cooperative exchanges are increasingly introduced into the classroom. The purpose of cooperative learning is not only to let students acquire knowledge and skills, but more importantly, to let students learn to listen and express and help each other in the process of cooperative communication.
1, enhance the sense of cooperation. When designing the teaching process, teachers should arrange the classroom capacity reasonably to make the teaching content less but more precise. In the classroom, teachers should not only create opportunities for cooperative learning, so that students can fully think and communicate in cooperative learning, but also pay attention to the process of cooperative learning and consider various new situations in this process, so as to adjust teaching activities at any time in teaching and make the teaching plan a dynamic and open learning plan.
2. Develop cooperation skills. In order to effectively implement cooperative learning, teachers should consciously and gradually cultivate students' cooperative learning skills in teaching, that is, cultivate students' cooperative communication skills, such as respecting others, learning division of labor, paying attention to listening, making reasonable suggestions to others, politely expressing disagreement, and responding to other people's opposite opinions to convince others.
3. Effective cooperation. In order to cooperate with teachers effectively, we should pay attention to the following aspects in the operation process: ① Clear division of labor. Each group member undertakes the task and has the opportunity to express himself in the group study. ② Establish a mechanism. It is necessary to consciously strengthen the sense of collective honor of the "study group", so that every member can feel that his behavior will affect the study results of the group, and guide students to learn to listen to and respect the opinions of others, so that there will be a situation of "interaction, mutual assistance, mutual encouragement and common progress" in the group. (3) timely guidance. In the process of cooperation, students' activities are relatively scattered and the interference factors are relatively increased. Teachers should become a member of the learning group, participate in learning activities, and ensure that cooperation helps to improve classroom efficiency through tips, instructions and guidance.
Fourthly, the use of motivational classroom evaluation to improve students' learning efficiency.
Mathematics curriculum standards point out that the evaluation of students' mathematics learning should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of emotions and attitudes; We should not only pay attention to the results of students' mathematics learning, but also pay attention to the changes and development of students in the learning process. Incentive evaluation is helpful for students to know themselves and build up their self-confidence, and also helps teachers to improve their teaching level.
1, clever use of incentives. In mathematics class, teachers should use praise, encouragement and humorous language to evaluate students appropriately, so as to stimulate and promote students' learning enthusiasm. Such as: "You are really good!" "This view is unique" "Your homework is ok, it would be better if you write it neatly" ... These languages full of respect and expectation not only stimulate students' emotions, but also create an equal, democratic, harmonious and pleasant learning atmosphere, which makes them more interested in learning and more eager for knowledge.
2. Appreciate students. We should be good at grasping students' bright spots, actively encouraging and affirming each student's progress, so as to satisfy students' successful experience. We should encourage them in the evaluation, establish their self-confidence, and make them make continuous progress and growth. Using different evaluations for students of different levels will make each child full of interest and desire to learn under the trust of teachers.
In short, in mathematics classroom teaching, teachers should use the new curriculum concept to guide teaching, carefully design activity teaching procedures, participate in students' learning activities equally, correctly guide students' independent exploration and cooperative exchange activities, and satisfy students' successful learning experience with incentive evaluation. Only in this way can we stimulate students' interest in learning, improve their learning ability, cultivate their innovative spirit, and really improve the efficiency of primary school mathematics classroom teaching.