Hierarchical teaching can really play its unique role in primary school mathematics teaching, stimulate students' interest in learning mathematics at all levels, improve their enthusiasm for learning mathematics, enhance the awareness of class participation and competition of underachievers, and help them regain their self-confidence. Today, I bring you effective math teaching methods.
First, the flexibility of teaching content
In actual teaching, there are always some excellent students with solid basic knowledge and strong learning ability, some students with learning difficulties with poor foundation and weak learning ability, and most middle school students with average learning ability and basic knowledge. These three types of students are not synchronized in their studies. However, in our mathematics teaching, teachers always put forward unified requirements so that students can "March in a hurry". Doing so often only faces the middle and has no time to take care of both ends. This kind of "one size fits all" in teaching has caused the situation that top students "have not enough to eat" and students with learning difficulties "have no food".
The effective way to break this situation is to deal with the teaching content flexibly. In other words, for students with learning difficulties, they are not required to study the contents of textbooks, multiple-choice questions and thinking questions, but only learn the most basic contents, so as to ensure that they can "eat" and "digest" and strive to meet the basic requirements of the syllabus and curriculum standards. For top students, on the basis of meeting the requirements of curriculum standards, we should appropriately expand the scope of knowledge, increase the difficulty of knowledge, develop intelligence and cultivate thinking ability. The selected learning contents, multiple-choice questions and thinking questions compiled in the current primary school mathematics textbooks are the learning contents for top students and should be fully utilized. If the top students still have the spare capacity to study, they can increase the difficulty and design some difficult open and practical exercises or intellectual problems. Let top students get the greatest development in mathematics learning.
Second, diversified teaching requirements.
In class, students often see this situation when they practice. Students with learning difficulties are slow to respond and solve problems, so it is difficult to finish the problems within the specified time. Top students, on the other hand, are quick to react and solve problems, and have nothing to do after finishing, which wastes a lot of study time. According to this reality, we can only put forward general requirements for students with learning difficulties and answer them in a basic way, only asking them to complete the necessary questions. For top students, it is required to be able to answer in a variety of ways, try to use a variety of methods, and also require the best method.
In addition, this phenomenon often occurs in the classroom teaching of lower grades. In order to make students understand more abstract learning content, the teacher asked all students to operate learning tools. In fact, students should handle the operation of learning tools flexibly according to the actual situation. Students with learning difficulties have low learning starting point and poor understanding ability, and have difficulty in understanding what they have learned, so they need operational learning tools to help them understand. However, top students who have a strong understanding ability and have not yet understood what they have learned do not need to operate learning tools, so that they can think about the results in imagination, think about ideas and methods to solve problems, and find different solutions, which can enrich students' imagination and develop their thinking ability.
Hierarchical teaching of mathematics I
First, hierarchical teaching objectives
After distinguishing students' levels, based on the principle of "facing the whole and giving consideration to both sides", according to the knowledge structure of teaching materials and students' cognitive ability, we should integrate knowledge, ability and thinking methods, reasonably set the teaching objectives of students at all levels, and run the level objectives through all aspects of teaching. Teaching objectives can be divided into five levels: ① memory, ② understanding, ③ simple application, ④ simple comprehensive application, and ⑤ complex comprehensive application. For students of different levels, the requirements of teaching objectives are different: group A students reach ①-③; Students in group B reached ①-④; Students in group C reached ①-⑤. For example, when teaching "Square Difference and Complete Square Formula", students in group A are required to remember the formula and can directly use it to solve simple calculation problems, students in group B are required to understand the derivation of the formula and skillfully use it to solve more complicated calculation and application problems, and students in group C are required to derive the formula and use it flexibly to solve more complicated calculation and application problems.
Second, the level of classroom teaching
Classroom teaching is a two-way communication between teaching and learning, and mobilizing the enthusiasm of bilateral activities is the key to complete hierarchical teaching. In classroom teaching, we should strive to achieve the teaching objectives, and at the same time take care of students at different levels to ensure that students at different levels can learn something. Classroom teaching should always follow the law of step by step, from easy to difficult, from simple to complex, and gradually rising. The requirements should not be too high and the level gap should not be too big. To ensure that Class C doesn't wait, Class A basically understands and gets timely counseling, that is, Class A "eats well", Class B "eats well" and Class C "eats well". In addition, it is necessary to arrange the teaching rhythm, do more intensive lectures and practice, put an end to "cramming" and sloppy elements, so that students can practice more in the saved time.
Third, the arrangement of work is hierarchical.
After teaching a concept and a class, students should consolidate and improve by doing problems, so arranging multi-level exercises after class is an indispensable part of multi-level teaching. One-size-fits-all homework often makes group A students unable to eat, while group C students cannot eat enough. To this end, according to the learning ability of students at different levels, different after-school assignments are arranged, which can be generally divided into three levels: layer A is the basic assignment (after-school exercises), layer B is the foundation, and a few slightly improved topics (after-school exercises), and layer C is the basic assignment and flexible and comprehensive topics (after-school review questions). Homework should be carefully arranged, and students usually finish it in 20 to 30 minutes.
Hierarchical teaching of mathematics II
Students are the main body. Taking students as the main body is to confirm students' learning subject, cognitive subject and development subject in the teaching process. That is, give students the initiative in learning, let students read, understand and learn by themselves under the guidance of teachers, take the initiative to participate in the whole process of teaching, and fundamentally change the teaching method that teachers only instill knowledge and replace themselves.
Teacher-oriented. Teacher-led, that is, while confirming students' dominant position, it is stipulated that teachers' roles and activities in the teaching process are mainly "guidance". Guidance refers to guiding, guiding, tutoring and guiding according to the situation, that is, correctly guiding students from the unknown to the known shore according to their cognitive laws, ideological processes and learning psychology.
Teaching materials are the main source. Teaching materials are the main source, that is, teaching materials should be the main source of information for teaching, and teaching should not exceed the syllabus. Textbook is the main form of teaching content, the main tool to achieve teaching objectives, the main material for teachers to teach and students to learn, and the main basis for evaluating teaching. There is a saying in the theater that "the script is the basis of a play". Similarly, for teaching, there is also a saying that "the textbook is the basis of teaching", so classroom teaching design and teaching must not be separated from the textbook.
Training is the main line. Training is the main line, and it is the inevitable destination after students' dominant position and teachers' leading role are confirmed in the teaching process. According to the characteristics of primary school mathematics, training must be regarded as the basic clue throughout the whole teaching process-students' knowledge develops in training. "Student-oriented" is the basic point of our consideration, "teacher-oriented" is an important condition to ensure students' dominant position, and the relationship between "subject" and "leading" is dialectically unified in a teaching structure with training as the main line.
Hierarchical teaching of mathematics 3
Life-oriented teaching content
The Curriculum Standard for Primary Mathematics points out: "It emphasizes that students should start from their existing life experience and let them experience the process of abstracting practical problems into mathematical models and understanding and applying them." For example, when tutoring students on the problem of "chickens and rabbits in the same cage", it is said that "chickens and rabbits have 16 heads and 44 feet, and how many chickens and rabbits are there?" Suddenly, I heard a classmate mutter, "Every rabbit cuts off two feet and every chicken cuts off one foot." At first I paused, and my heart immediately moved. I immediately asked him to go to the podium to explain: "chickens and rabbits have 44 feet, and each rabbit cuts off two feet." One foot is cut off from each chicken, and half of the 44 feet are missing, that is, 22 feet. This 22 consists of two parts, one is 16, and the other is the number of rabbits: 22-16 = 6 (only). "
"What a creative idea!" I can't help applauding him, so that other students are also interested. It can be seen that making mathematics teaching close to life, especially in line with the cognitive characteristics of primary school students, can fully stimulate students' cognitive needs and lay a psychological foundation for students to study actively. By solving such application problems, students not only gain knowledge and methods, but also guide students to pay attention to life, improve their comprehensive quality and improve their ability to solve practical problems.
Teaching process cooperation
"The Curriculum Standard of Primary Mathematics" points out: "Cooperation and communication are important ways for students to learn mathematics. In the atmosphere of sharing with others and thinking independently, listening, questioning, persuading and popularizing until you are suddenly enlightened, this is a new realm of mathematics learning. " However, before cooperative learning, teachers should do well what needs to be explored, do well what students can't solve by themselves, and give full play to students' complementary advantages. This is valuable cooperation and effective cooperation.
For example, when teaching the calculation of rectangle and square area, I let students practice and try to calculate the area of rectangle and square by themselves. Only after about ten minutes of setting up area units, measuring and calculating, I found the law and got the calculation method. In this way, students construct their own cognitive structure in the process of hands-on operation and brain thinking, and inspire each other, complement each other and induce new potential in communication.