1 new mathematics teaching method
Carefully designing a "tutoring plan" and giving students "fishing" is an education that every student can enjoy. The highest level of education is to let students enjoy an education that suits them.
The "guiding case" is like a street lamp for students, leading students to keep moving forward. In our rural schools, most children belong to left-behind children, and the care in life is not perfect, let alone study guidance. Most students don't have the habit of previewing and reviewing, and their homework is only to complete the teacher's task. Under this premise, if teachers' teaching is bound, they will lose interest for fear that students will not understand. Influenced by the attempt teaching method, I also started my own attempt. I send the tutoring plan to the students as homework in advance so that they can preview it before class.
Communicate in class. The result of the report is much better than I expected, and the students can fully understand the analysis on the study plan and complete it smoothly. The most wonderful thing is that some students cut the sides of the parallelogram into two triangles and a rectangle when reporting their own methods: some students divided the parallelogram into two triangles and counted them according to the areas of the triangles. The whole class ended in the unfinished business of the students. From the children's faces, I see the joy of learning success. Teacher Qiu Lao put forward that "students can try, try to succeed and innovate successfully", which made me see hope. I can't help thinking of a sentence: Give me a stage and I will give you a wonderful performance. I tasted the sweetness of using the tutorial program. In the later teaching, I designed suitable lesson plans according to the needs of the content, which not only helped students learn new knowledge, but more importantly, students gradually developed the habit of previewing in advance and learned the methods of previewing.
Skillfully mention "self-study tips" and guide students to "try". Teachers should be organizers, guides and collaborators of students' learning activities, and provide good environmental conditions for students' development.
Students' learning attempts are inseparable from the correct guidance of teachers. Imagine that when teaching, the teacher casually throws out a sentence: "You teach yourself", and the students teach themselves? Therefore, before allowing students to try to learn, teachers should skillfully design self-study tips according to the learning content and conduct self-study around them to avoid aimless and blind learning in the process of self-study. When teaching the meaning of comparison, I first designed such a self-study hint: 1, what is comparison? 2. Can I read and write through preview? 3. What is the name of Bi's parts? 4. How to express the proportion? What method was used to calculate it? These questions closely focus on the teaching objectives, but the second question tends to make students' answers only stay at the level of "yes" and "no", which is not targeted.
So, after careful consideration, I put "can I read and write through preview?" Change it to: "How to read and write? Complete an attempt in the textbook. " In this way, it is more purposeful to guide students to learn by themselves with concrete examples. In teaching, I ask students to teach themselves for about 5 minutes, and then communicate one by one according to the self-study tips, and show the corresponding exercises in combination with the problems. The effect is remarkable.
2 primary school mathematics teaching methods
Learn to think and cultivate autonomous learning.
The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to master the internal laws and connections, especially mathematics. In autonomous learning, more depends on students' consciousness and reflection. Only when a person wakes up can he be truly independent. Reflection is an important mathematical activity, the core and motivation of mathematical activities.
For example, in the teaching of "knowledge of multiplication formula", the teacher asked, "Will you add up all the fingers of 40 children in the class? How should this formula be listed? " When seeing students using addition formula instead of imaginative thinking, the teacher "hinted" with language: "Can you think of a simple expression?" ; For another example, in the countdown teaching, the teacher suggested that "the reciprocal of the true score is a false score, and the reciprocal of the false score is …" When the students answered "the true score" clearly and loudly, the teacher prompted the students to "reflect" without saying a word. It can be seen that in the classroom, teachers' words, behaviors, teaching etiquette and the use of various means, including some teacher-student interactions (such as questioning and group activities), should make students "awake" and "reflect".
Strengthen the problem consciousness and stimulate students' initiative in learning
Everyone is born with the need to explore and gain new experiences. Curiosity often comes from "?" Here we go. A good math problem can arouse students' great interest and enthusiasm for inquiry, thus making them actively participate in math activities. For example, in the teaching of mutual understanding, I designed it like this: create an atmosphere and lead to topics. Display on the big screen: write the multiplication formula of two numbers.
Requirements: the product is equal to 1 (fully mobilize the initiative and enthusiasm of students), and then prompt the topic. Guide questions and explore independently. Teacher: Look at the new math term "reciprocal". What questions do you have? Students will ask: What is reciprocal? Does reciprocal mean a number? How should the reciprocal be expressed? How to find the reciprocal? Must the reciprocal be a score? What's the use of counting down? Does every number have a reciprocal? ..... (1) Teacher: Today, we learn about reciprocal through self-study and group discussion. Students teach themselves textbooks first, and then discuss and solve problems in groups. (2) Students discuss independently and teachers guide them. (3) Organize the whole class to communicate and report. Finally, the teacher asked: Do you have any doubts in the process of self-study? Like this: questions are raised by students, methods are discovered by students, and learning methods discovered and summarized by students can fully take care of students' individual differences, so that students can put forward their own goals according to their own conditions and develop at the original level. This embodies an important idea in the mathematics curriculum standard: different people get different development in mathematics.
3 Introduction method of new mathematics teaching
Introduction of visual AIDS.
Pupils are young and have low cognitive level. When teaching new knowledge, using visual teaching AIDS to introduce students into learning activities will receive ideal results. For example, when teaching the knowledge of division concept "average score", prepare 10 pencil and 2 boxes before class. First, let the students count the number of pencils and boxes, and then ask: How many ways can these pencils be put in the boxes? Students say: 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5.
The teacher then asked: which of these methods is different? After the students answer that the last method is different from other methods, show that there are five pencils in each box. At this time, the teacher told the students that this is called "average score" to reveal the content of the new lesson. Introducing new courses in this way can arouse students' strong interest in new knowledge and stimulate their thirst for knowledge.
Story introduction method.
Interesting fairy tales can attract students' attention, make them have a strong interest in learning and prepare for the next study. For example, when teaching the understanding of "0", we can first tell a story about a little monkey eating peaches: one day, a little monkey came home from school and saw two big and red peaches on the table. He picked up one and ate it with relish. After eating, he wanted to eat, so he ate the peaches left on the table. At this time, there are no peaches on the plate. What numbers can be used to represent? Interest is the best teacher. Introducing fairy tale stories into new lessons can not only attract students' attention, but also arouse their enthusiasm for learning.
4. Infiltrate thinking methods in primary school mathematics teaching.
Create a competitive environment and stimulate interest in learning.
Educator Comenius once said that "children's desire for knowledge and learning should be stimulated by all possible means". Since we are in a big competitive environment, it is better to set up a competitive situation in our small classroom. Teachers should introduce competition mechanism in the classroom, so as to achieve "low starting point, highlight key points, disperse difficulties, attach importance to the process, slow down and encourage more." Create opportunities for students to show themselves and express themselves, and promote all students to compete, learn and catch up.
For example, in a mathematics teaching and research activity, a teacher designed such a situation according to the teaching content and the psychological characteristics of primary school students. Teach "understanding of 8". When doing classroom exercises, the teacher takes out two groups of digital cards from 0 to 8, and designates a boy and a girl to represent the men's group and the women's group respectively. Although the teacher has not announced the rules and requirements of the competition at this time, all the students have entered the situation set by the teacher and secretly cheered for their team, and all the students' interest in learning has been triggered at once.
Reasonable determination in teaching presupposition: infiltrating mathematical thinking method
Teachers should grasp the effective combination of mathematical knowledge and thinking methods in teaching presupposition, and embody the mathematical thinking methods infiltrated by each mathematical knowledge in teaching objectives. For example, in concept teaching, the introduction of concepts can penetrate multi-case comparison method, the formation of concepts can penetrate abstract generalization method and the penetration of concepts can penetrate classification method.
In problem-solving teaching, by revealing the relationship between conditions and problems, the common ideas of reduction, mathematical model and combination of numbers and shapes in mathematical problem-solving are infiltrated. Only when the main mathematical thinking methods to be infiltrated are determined in the teaching presupposition will teachers study and implement the corresponding teaching strategies and how to infiltrate them? To what extent does it penetrate? Incorporate the infiltration of mathematical thinking methods into teaching objectives (processes and methods), and integrate the requirements of mathematical thinking methods into every link of lesson preparation to reduce blindness and randomness in teaching. For example, when teaching the fifth grade "possibility" knowledge, the experiment makes students feel that it is fair to toss a coin to decide who will kick off first. I asked students to do 10 experiments first, and then let them do 30 experiments, and turned the results of the two experiments into statistical charts, and then compared them with the results of thousands of experiments by scientists: Let students feel that when the number of experiments increases, the number of heads-up and tails-up will approach to 1/2 of the total, which is permeated with extreme ideas.
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