I want the efficiency of the class.
Our teachers have been paying attention to and persistently pursuing the goal, and classroom teaching, with as little time and energy as possible, is the fundamental place to reduce students' academic burden and improve their own quality. In the process of engaging in primary school mathematics teaching, there are the following thoughts on improving its effectiveness:
First of all, the teaching concept directly affects the efficiency of classroom teaching.
With the birth of the new curriculum standard, the traditional teaching concept of "full-house irrigation" that teachers talk and students listen gradually faded out of the teaching position.
According to the modern teaching view, teaching means that teachers organize students' learning activities effectively and reasonably, so that all students can learn well, actively and vividly. In order to improve the efficiency of mathematics classroom teaching, we must change the traditional teaching concept, establish a brand-new system that conforms to the modern teaching concept, and strive to give full play to the enthusiasm of various factors (teachers, students, textbooks, etc.). ) In classroom teaching, make them combine reasonably, develop harmoniously, and realize the overall optimization of classroom teaching.
Second, the teaching goal determines the direction of teaching activities and the choice of teaching content, methods and means.
Corrected the improvement of teaching efficiency.
In mathematics classroom teaching, we should make a complete and clear classroom teaching goal according to the content of teaching materials, and pay attention to the standard requirements of basic knowledge, basic ability and ideological and emotional education. For example, for the teaching of "Preliminary Understanding of Fractions", the following teaching objectives can be set: ① Basic knowledge: understanding the meaning of a fraction with intuitive graphics; Know the names of each part of the music score and master the reading and writing methods of the music score; (2) Basic ability: Being able to represent the shaded part in the graph with a score, draw the shaded part in the graph to represent the score, and mark a certain score on the digital line; ③ Ideological and emotional education: to cultivate students' interest, consciousness and will to overcome difficulties in mathematics learning. And these requirements of mutual promotion and mutual restriction are integrated, while imparting basic knowledge, cultivating ability, developing intelligence and infiltrating education of thoughts, emotions and values. In this way, students can develop harmoniously in knowledge, ability and ideological and emotional education, complete classroom teaching tasks in an all-round way and receive good teaching results.
At the same time, we cannot ignore the individual differences of students.
Hierarchical teaching goals can be formulated, which can be divided into lower limit goals, upper limit goals and development goals. For example, when teaching algorithms are diversified, only students with weak ability are required to master basic algorithms, while students with good ability are required to use multiple algorithms. Students with better ability learn to choose the best or come up with a better method on the basis of using a variety of algorithms. Only in this way can we design differentiated teaching objectives based on students' cognitive differences, and finally promote all students to get their due development at the original level.
Third, scientific teaching methods.
Teaching method is an activity way that teachers and students combine with each other to achieve teaching goals, including teachers' teaching methods and students' learning methods, while students' learning methods are actually learning methods under the guidance of teachers. Teaching methods restrict learning methods and have an important impact on classroom teaching efficiency. Therefore, teachers should choose scientific and reasonable teaching methods, and the teaching methods will be different with different contents and different class hours. Mathematics curriculum standard says that independent inquiry is one of the important ways for students to learn mathematics, but it is not necessary to adopt inquiry learning in every class, class or knowledge point. Just like the prescribed content, the teacher should tell the students directly not to let them make ineffective inquiry, which not only wastes valuable teaching time, but also backfires and brings negative effects to the students. Therefore, in mathematics teaching, we should make the best combination of various teaching methods to be flexible, interesting and effective, reflecting the characteristics of the times and teachers' style. Only in this way can the teaching methods be scientific and the teaching efficiency be improved.
Fourthly, the rationalization of multimedia auxiliary means.
In traditional mathematics teaching, teachers only rely on a piece of chalk, a book, a blackboard and a mouth, which will inevitably affect the large-scale improvement of primary school mathematics teaching quality and the improvement of students' quality. With the deepening of curriculum reform, modern multimedia technology is more and more widely used in classroom teaching. Therefore,
Reasonable use of multimedia-assisted teaching, combined with sound and animation, can turn static content into dynamic images, improve students' interest in learning, stimulate their curiosity, make them actively participate in learning, cultivate their ability to observe, think and solve problems, which is conducive to the optimization of classroom teaching.
Because of age, the development of primary school students' thinking is in the stage from concrete image to abstract, so it is not enough to answer relatively complicated questions. If multimedia teaching is adopted, it is easy to make static problems move. For example, when calculating the area of combined graphics in teaching, we can solve the difficulties through computer demonstrations such as translation, adding lines, rotation and recombination of overlapping graphics, so as to find the breakthrough of solving problems, and let students see the changing process of specific images and understand the composition of graphics, so as to find a solution. However, if multimedia technology is used improperly or becomes a mere formality, it will not solve the problem, but will add a lot of burden to teachers and have a negative impact on classroom teaching. The purpose of multimedia-assisted teaching is to promote students' learning. Therefore, in teaching, teachers should analyze the problems existing in teachers' teaching and students' learning, and focus on solving the problems. According to the characteristics of teaching materials and teaching contents, with the aim of optimizing knowledge structure and classroom structure, teachers should choose and use multimedia resources to make knowledge change from abstract to image, and students can deepen their understanding and experience of knowledge. For the teaching of pure knowledge and concepts, it is not necessary to use multimedia courseware.
As a purposeful cognitive activity, the effectiveness of teaching is the goal pursued by all teachers. No matter where the curriculum reform goes, effective classroom is our teachers' eternal pursuit.