Test paper on primary school mathematics teaching experience 1: on how to teach primary school mathematics well
Confucius said: Knowing is not as good as being kind, and being kind is not as good as being happy. With the deepening of teaching reform, our mathematics classroom teaching has become more free and flexible, and students have always been actively learning mathematics in a happy state, which is indeed a gratifying change in our mathematics teaching reform. The famous mathematician Hua once said: As far as mathematics itself is concerned, it is magnificent, colorful and charming? Enthusiasm can open the door of thinking and develop intelligence and ability. Teachers should be good at stimulating students' interest in learning, make full use of the mathematics classroom, and build it into a space full of vitality and charm, so as to stimulate students' thinking, let them actively feel the beauty of mathematics and pursue it. How to teach math well and make it smart?
First, from the life experience, create a situation to mobilize the classroom atmosphere
Mathematics knowledge is closely related to real life, and many examples are given in the new textbook. Teachers should try their best to lead out the learning content with the familiar life situations or life experiences of students, so that students are willing to accept it. Students can also cite the application of mathematical knowledge in life. Pupils have the characteristics of curiosity, doubt, strong love for beauty and liveliness. Mathematics teachers should think more from these aspects, give full play to the role of pupils' non-intelligence factors in learning, and create learning and learning in the classroom. Play? Comprehensive teaching method, where are the students? Play? Middle school, studying? Play? . For example, in the teaching of axisymmetric graphics, I use beautiful pictures prepared in advance to create situations and tell stories. One day in summer, a little dragonfly flew around the grass to catch mosquitoes. Suddenly, a beautiful little butterfly flew around the little dragonfly. The little dragonfly was angry, but the little butterfly smiled and said, they are a family. Little dragonfly doesn't believe it. Little butterfly takes little dragonfly to find their family members. Students, why did Fluttershy say that? In this way, the introduction of the new curriculum has stimulated students' interest in learning, made them interested and focused, and actively explored the * * * identity characteristics of symmetrical graphics.
Second, hands-on practice makes students' perceptual knowledge rise to rational knowledge.
According to Friedenthal's view, teachers should pay attention to cultivating students' practical spirit and independent exploration spirit in mathematics teaching. Pupils are young and weak in abstract thinking. Teachers should guide students to make full use of and create all kinds of figures or objects, mobilize all kinds of senses to participate in practice, and at the same time teach students how to operate, so that students can stimulate their thinking and thinking through observation, measurement, spelling, drawing and experiment, and discover and master mathematical knowledge from them. Let students practice, which can stimulate their interest in learning. For example:? Understanding of triangles? It is a boring concept course. I asked students to form triangles with colored plastic strips and project them on the screen. Through observation, students soon found that figure 1 and figure 2 are figures surrounded by three lines, which are called triangles. Although three line segments are used in Figure 3, they do not intersect, so they are not triangles. The definition has sublimated from intuitive observation:? A figure surrounded by three line segments is called a triangle. ? Students have risen from perceptual knowledge to rational knowledge. Strengthening operation activities and letting students participate in learning with multiple senses can not only stimulate students' interest in learning, but also enrich their perceptual knowledge and help them learn mathematics knowledge, thus cultivating their creative spirit.
Third, implement democratic teaching and build a relaxed and harmonious bilateral activity between teachers and students.
In the classroom, the bilateral activities between teachers and students are relaxed and harmonious, and teachers and students show their true selves. In class, students sometimes whisper, sometimes discuss in a low voice, and sometimes argue loudly about the questions raised by the teacher. The students rushed to speak, some condescending and outlined; Some quote classics and are meticulous. In response to the students' unique speeches, the teacher nodded in agreement from time to time. For students with poor expressive ability, teachers activate students' thinking with trusting and encouraging eyes and words. Students naturally dare to tell the truth, tell the truth, and their personality is fully publicized. For example, after teaching students the classification knowledge in the first volume of a class of mathematics, I consciously asked students to practice and find out the solution to the problem: more than 30 pencils of different colors, different lengths, with or without rubber heads were scrambled and put together, so that students could classify and see who got a reasonable share. Students are scrambling to classify: some are classified by color; Some are classified by length; Some are classified according to the presence or absence of rubber heads; And be random. Then ask students to explain the reasons for this division, guide students who don't know the reasons, and let students learn independently and practice actively in independent activities. Teachers also pay attention to the guidance of students' learning methods, cultivate students' comprehensive ability, develop good study habits, and make students have the attitude of wanting to learn, being happy to learn and being able to learn.
Fourth, help students build up confidence in learning mathematics.
For example, a girl in my class is proud of her poor math foundation and unclear learning attitude. She doesn't want others to help her study. She feels she has no face. Ask her if she understands, she always understands, and she often makes mistakes in her homework, which shows that she has no patience in doing her homework. From the beginning, I asked her to write correctly, allowed less homework, asked to do one question for another, and would not do it again, and continued to do it right, so that she realized that she could do it right, gradually established her confidence in learning, praised her in time when she found advantages, and let her taste the joy of success, realizing that learning needs to be down-to-earth step by step, and there can be no false behavior. Gradually, she gained some confidence in mathematics, wrote correctly and improved her grades.
5. Appropriate praise and reward is a plus item for a good math class.
Teachers should give every student a chance to succeed, especially? Preference? Students with learning difficulties. Teachers should be good at trying to eliminate students' nervousness and fear, and take encouraging evaluation and appropriate praise for students' performance in class. Encouraging evaluation and praise can make students dare to think, ask, say and do like spring breeze. Only in this way can classroom teaching be full of vitality, students' personality can be fully displayed, and students' creativity and innovation sparks can be generated. If the students finish the homework assigned by the teacher within the specified time during the internship, will the teacher reward them? Little red flag? For students with learning difficulties, sometimes they will take the initiative to talk to them privately. When students are rewarded by teachers, their enthusiasm for participating in learning will be higher. They will further discover problems and exert their unprecedented imagination, so as to get rid of the troubles of studying hard, enter the realm of happy learning and greatly develop their innovative ability.
In short, in primary school mathematics teaching, we should start with life experience and create meaningful, challenging and enlightening problem situations through various forms to stimulate students' internal motivation to learn to the maximum extent. What can students experience in hands-on practice? Learn math? The fun of. In democratic teaching, students can not only acquire knowledge, form skills and master mathematical methods, but also gain positive emotional experience and establish confidence in learning mathematics well.
The second experience of primary school mathematics teaching: how to design diversified primary school mathematics homework
Einstein said:? When you forget all the knowledge you have learned, the rest is education. ? This sentence means that our mathematics teaching should change from knowledge-based to student-based. This is the case in classroom teaching, and so should the homework as one of the feedback classroom teaching effects. But the repetitive and single-form homework on weekdays has turned students into one? Mechanic? Students' curiosity, thirst for knowledge and creativity are restrained. Therefore, as a front-line teacher, while constantly reforming classroom teaching, we should also change the original concept of homework and realize that homework should also conform to the requirements of curriculum reform and present new forms.
This requires teachers to guide homework reform with the concept of new curriculum standards, and improve the design concept of math homework from the perspective of paying attention to people's future development, personality development and all-round development. Realize that homework is not just doing exercises, but also doing mathematical activities related to exercises, so that students can explore and create simulated knowledge through their own personal experience and feelings. Only by making homework a carrier for students to understand life, society and science, and a place for students to develop their potential, embody their personality and cultivate their abilities, can homework really play its best role. Therefore, the author believes that the new concept of homework that matches the new concept of classroom should be open, holistic and diverse. That is to show the open content in diversified forms and adopt effective strategies to promote the overall optimization of knowledge. So how to cut into diversified homework design?
First, operational homework to cultivate students' comprehensive ability
This kind of homework mainly comes from examples and exercises involving graphics and geometry. The content of geometry knowledge in primary school mathematics is mainly divided into two parts: plane figure and three-dimensional figure. When learning the position, characteristics and formula calculation of graphics, it is often necessary to make some teaching AIDS and learning tools to help students understand. What I got from the paper is superficial, but I don't know how to do it. Students can make their own works, build a bridge between materialization and internalization of knowledge structure through personal experience, and show their works in class. This is not only the application of knowledge, but also the all-round development of ability and emotion. This kind of homework can be subdivided into manual, art and puzzle homework.
1. Manual operation
When completing such topics, teachers should give students some enlightening hints, such as which convenient production materials can be selected and general production requirements. For example, before learning to "know the corner", let students make a model of the corner by hand. Materials can be toothpicks, sticks or hard paper strips, and experience the characteristics of the corner by hand.
2. Art homework
When completing such problems, teachers can ask students to prepare a blank sheet of paper of their own size. And remind you to pay attention to determining the proportion when drawing. On the basis of drawing correctly, you can also play freely according to your personal preferences. For example, after learning the direction and location, the homework is: design a guide map of the park and draw the route between the main attractions and attractions. As a result, the students not only completed the requirements specified by the teacher, but also drew humanized facilities such as convenience stores and toilets. So as to truly experience the application value of mathematical knowledge in the process of completion.
3. Puzzle homework
When completing this kind of topic, it is required to spell first, and then combine the spelling process, paste the spelled work on paper or describe it on paper with mathematical language or symbols, so as to leave traces of process knowledge. For example, after learning the spelling of graphics, the homework is: please cut and paste the spelling as required, paste the results on paper, and write the conclusions you find. By trying, the students clearly found the relationship between numbers.
Homework like this can help students understand things in operation, better understand physical knowledge and develop students' spatial concept.
Second, practical work to cultivate students' sense of number
This kind of homework mainly comes from examples and exercises involving quantity and quantity. The main contents of quantity and measurement in primary school mathematics are: length unit, weight unit, time unit, area and unit of volume. The advancing speed of these measuring units is not exactly the same, some quantities are abstract, and students' perceptual knowledge in this respect is poor, so it is difficult for students to correctly establish the concept of quantity. Therefore, the teacher's oral preaching or a lot of practice can't make students really understand and experience. Therefore, we need to create practical conditions, provide practical ways, and strengthen our understanding of ideas through personal experience. When designing such problems, teachers are required to have a correct, clear and complete understanding of these concepts. When learning this kind of knowledge, students should practice for everyone, practice more, strengthen practice and increase their feelings. For example, after learning grams and kilograms, the homework is: weigh different objects, estimate, weigh and feel the mass of 1 kg and 1 g? After learning the knowledge of kilometers, let the students walk around the 400-meter playground for two and a half times. Students naturally experience knowledge and promote understanding through personal practice.
Homework like this aims at helping to understand knowledge, feel the connection between mathematics and life, and appreciate the application value of mathematics with various forms of activities as the carrier.
Third, the investigation work to cultivate students' statistical awareness
This kind of homework mainly comes from statistics and probability in examples and exercises and some small surveys in other contents. The core goal of primary school mathematical statistics course is to cultivate students' statistical concept and random consciousness of analyzing problems through data. In the process of statistics, students can understand the formation of knowledge and feel the value of mathematical knowledge.
When designing such problems, teachers should have a correct understanding of relevant statistical professional knowledge and pay attention to the scientific nature of knowledge. Moreover, we should consider some interference factors that may appear in the process of students' statistics in advance, give necessary hints, and eliminate irrelevant factors that affect the acquisition of correct knowledge. For example, after learning to express the quantitative relationship with letters, the homework is to ask students to investigate the height and weight of their parents and express the standard weight of adult men and women with formulas containing letters. And calculate the weight of mom and dad, compare with the standard weight, and finally draw a conclusion.
This kind of practice exercises students' ability to find information, analyze problems, associate and solve problems, and promotes the formation of students' independent consciousness and subjective spirit. At the same time, in the process of participation, students' innovative ability and practical ability are also improved, so that knowledge can better serve life.
Fourth, consult homework to expand students' mathematical vision.
This kind of homework mainly comes from examples? Do you know that?/You know what? Do you know that?/You know what? There is a paragraph in the People's Education Edition that follows many examples. These materials include the introduction of mathematics knowledge, social knowledge, life knowledge and knowledge of nature, the history of mathematics, or the development process of a certain field or aspect; There are interdisciplinary introductions to the latest research results, but the general teaching materials are relatively simple.
So you can grasp this piece of content for further study. By searching or browsing related books on the Internet, students can learn and supplement their knowledge in detail, so as to realize a comprehensive understanding and accurate grasp of the contents of the teaching materials. At the same time, this kind of knowledge is often the hard work of mathematicians after a long period of research, which contains thousands of years of human wisdom, embodies mathematicians' indomitable spirit of studying and the cultural value of mathematics, increases their understanding of the history of mathematics, and achieves the goal of mutual infiltration between teaching and patriotic education and improving the comprehensive quality of primary school students.
The third experience of primary school mathematics teaching: on the cultivation of primary school mathematics thinking ability
Thinking is an indirect and general reflection process of the human brain on the general characteristics and laws of objective things. Thinking training and cultivating students' thinking ability is one of the main tasks of primary school mathematics teaching, and it is also an important measure to implement quality education to develop students' intelligence and improve their quality. Here are some superficial views on how to cultivate students' thinking ability.
First of all, carry out analogy transfer to cultivate the depth of thinking.
The profundity of thinking refers to the higher abstraction and logic of thinking activities, which is manifested in being good at thinking deeply about problems and grasping and discovering the essential laws of things from complex phenomena. The cognitive structure of primary school students is often flawed, and they are not good at integrating knowledge into the original cognitive structure, so they lack depth in considering problems. Therefore, we should grasp the following three points in teaching:
1, cultivate students' logarithmic generalization ability.
The ability to decompose numbers is the core of number generalization. For example, teaching addition within 20, using visual AIDS, let students know how a number is made up of several parts, guide them to compare the actual meaning of numbers within 20, know the size and order, and practice combination and decomposition.
2. Let children gradually master simple reasoning methods.
According to the internal relations of teaching materials, children are guided to make analogical reasoning. For example, in the teaching of multiplication formula, let students show it through the steps of one ring and one ring. Vivid? Thinking process, let students know 2? 4 the credibility of multiplication formula, but also to understand the formation process of each multiplication formula. Then, using the strong imitative characteristics of junior students, let them try to imitate the teacher's practice and deduce 5? Multiplication formula of 6. After students imitate successfully, we will sum up several steps with them:
(a) posing as a real object; Provide thinking materials;
② List the results of the addition formula;
(3) List the multiplication formula, indicating that the result is the result of the addition formula;
④ Construct the formula by using the known number and result of the multiplication formula. Let them perform 7 independently step by step? Multiplication formula of 8.
In this process, according to the different situations of different students at different stages, different tips and guidance are given to make independent thinking develop step by step. By the time the multiplication formula of 9 is derived, some students have been able to derive it almost completely, and most students' thinking ability has been improved to varying degrees.
3. Cultivate the ability to master the structure of application questions.
There is a structural problem in the teaching of all subjects. Pay close attention to structural training, so that students can master the quantitative relationship of mathematical problems without being disturbed by the specific plots in the questions, which is an important part of cultivating profound thinking. Because of the limitation of age and knowledge level, the thinking of junior students often has great limitations. To this end, I take a variety of methods in mathematics teaching. Such as: supplementing conditions and questions, changing narrative methods without changing the meaning of questions, expanding questions according to the requirements of questions, disassembling and shortening application questions, examining questions, editing application questions, etc. Expand students' thinking activities and cultivate their thinking depth.
Second, reasonable association, cultivate the agility of thinking.
Agile thinking refers to a person's ability to find problems and solve them decisively in thinking activities, which is characterized by correct and rapid operation process, simple observation of problems and concise and agile thinking process. Therefore, in the process of computing teaching, I aim at cultivating the agility of students' thinking and require students to have correct and fast computing ability. There are two ways to do this:
1. In computer teaching, students are required to always have speed on the correct basis.
For children in lower grades, we should pay attention to the correct rate of students' calculation, pay close attention to speed training, and practice quick calculation once a day for a certain period of time. This table has a word calculation. Like what? One person, one question, one person, the whole class? , find the mistake, correct it immediately or? Correct password? The teacher said the first half of the multiplication formula, and the whole class answered the second half of the multiplication formula, which made all the students' thinking in a positive state. Fast calculation contest, such as comparing the number of calculation questions completed in the specified time with the time required to complete the specified exercises, so that everyone in the class can think correctly and quickly.
2. Teach some fast calculation methods in the calculation process.
For example: learning to master? Make up ten On the basis of this, learn from the advantages of abacus and teach students? Complementary method? Let the students know that 1 and 9, 2 and 8, 3 and 7, 4 and 6 are complementary. For example, when calculating 9+2, because 9 and 1 are complementary, we can see that 9 is thinking about 10 and get 1 1. Cultivate students' keen perception, such as
① 10x5x2 10？ 5x2 10？ (5x2) 10？ 5? 2
②8? 4+8? 48? 4x8？ 48x4？ 8x4
③32? 8? 432? 8x432+8？ four
Through repeated training, it is an effective method to guide students' rational association and communicate the internal relationship between knowledge.
Third, practice your mind and cultivate your thinking logic.
The logic of thinking is this: follow the laws, order and basis of logic, so that thinking problems are organized, layered and organized. Language is the carrier of thinking, thinking depends on language, and language promotes thinking. Teachers strengthen language control and train students' oral expression ability, which is the basis for students to think on the basis of evidence. Therefore, in teaching, students should describe their own thinking process completely, tell their own solutions accurately, train their own language expression to be concise and standardized, and gradually improve the order and logic of thinking.
Junior students must rely on intuitive materials to learn mathematics knowledge, so that their knowledge is clearly representative. At the same time, in order to make students get accurate and rich perceptual knowledge, they must be guided by logical language. Finally, with the help of language, the brain removes the false from the true, analyzes and synthesizes the perceived things, and abstracts the essential features.
Such as: teaching? How to pronounce tens of thousands? At that time, the teacher dialed the number on the counter, providing students with perceptual materials to know the number. First of all, the teacher asked the students to say the meaning expressed by the beads on the calculator, and established the representation of integers in the students' minds, which provided a pillar for the students to develop from visual thinking to abstract thinking. Then, they removed the calculator and asked the students to read it on the numerical sequence table? 0? Numbers in five different places, and then ask the students to tell which one is in each number. 0? Where and how to pronounce it. In this way, students can discuss and compare the similarities and differences between integers and numbers within ten thousand, thus summarizing the reading rules of integers and promoting the development of students' abstract logical thinking ability.
For example, applied teaching: there are 45 pear trees in the orchard, 9 fewer than orange trees. How many orange trees are there? Enlighten and guide students to talk about liquidation according to the following points: according to which condition do you know? Who knows more than who, who knows less and who asks for help? There are 9 fewer pear trees than orange trees. How should I put it another way? How many orange trees do you need? How many do you actually need? What method should be used to calculate? By giving comprehensive and coherent answers to these questions, primary school students can accurately express their reasoning orally. After repeated practice, they not only improved the language expression ability of junior students, but also deepened their thinking.