First, preparation before class
1. At first, we should seriously study the mathematics syllabus, especially the teaching requirements of any grade this semester. On the basis of being fully familiar with this semester's textbooks, we should make clear the position and function of this semester's textbooks in the whole primary school textbook system, make clear the teaching purpose and requirements, and carefully formulate the whole semester's teaching plan in combination with the actual situation of students. The teaching plan includes the content and teaching purpose of this textbook, the ideological status and learning level of students in the class, the arrangement and progress of teaching time in each unit, the main teaching measures, the research topics to be carried out and the extracurricular auxiliary activities to be carried out.
2. Teachers should know the actual situation of students through various channels (classroom questioning, correcting homework, talking with students, individual counseling, home visits, etc.). ). In addition to understanding students' knowledge base and ability level, we should also understand students' ideological status, interest requirements, learning methods and learning habits. It is necessary to deeply understand the students with learning difficulties, analyze the reasons for poor academic performance, provide necessary support and help, and improve the pertinence of teaching.
3. Before each unit teaching, we should systematically study the teaching materials of this unit, including narration, examples and exercises. To achieve "four clear" (clear the teaching content and teaching objectives of this unit, clear the relationship between the knowledge of this unit and the knowledge before and after, and clear the key points, difficulties and emphases of teaching) and "three not arbitrary" (not arbitrarily raising teaching requirements, speeding up teaching progress, and not arbitrarily increasing students' homework and ideological burden). On the basis of understanding students' knowledge base and ability level, list the newly taught knowledge points and ability requirements, and discharge the unit teaching progress.
4, advocate on the basis of individual learning, collective lesson preparation. Collective lesson preparation should be "three fixed", "fixed time, fixed personnel, fixed center spokesman" and "four unified" (unify the teaching objectives of this unit; Divide the class hours according to knowledge, and basically unify the teaching progress; Unify teaching emphases, difficulties and key points; Unify the contents and requirements of double-base training).
5. Carefully write lesson plans for different classes. The teaching plan should be designed according to the characteristics of different classes (new class, practice class, review class, examination paper lecture and evaluation class), including teaching objectives, teaching process, teaching AIDS and learning tools used, learning activities carried out by students, practice design inside and outside class, brief blackboard writing design and so on. The course plan should be detailed and appropriate. Write down the main teaching links and indicate the teaching date. Generally speaking, you should prepare courses beyond one week and revise them in advance.
6. Teaching objectives should meet the requirements of knowledge teaching and intelligent development. According to the characteristics of mathematics subject, combined with knowledge teaching, we should pay attention to infiltrating moral education, and cultivate and develop students' positive feelings of "willing to learn, loving learning and believing that they can learn well".
7. According to the teaching objectives, carefully organize, handle and rationally use the contents of teaching materials, and determine the key points, difficulties and emphases. For key contents and key parts, we should put them in a prominent position so that students can gradually deepen their understanding and master them effectively; Difficulties can be solved by proper dispersion and preparation; Willing to spend time on the most basic knowledge and skills to lay a solid foundation.
8. The design of teaching process should be hierarchical. What students' learning activities are arranged in teaching at all levels, and how teachers guide students to acquire knowledge and learn to learn through independent inquiry activities should be clearly listed; The key problems and training contents in teaching at all levels should be briefly listed; How to guide students to try to properly summarize the teaching contents of all levels and the whole class should be briefly explained in the teaching plan.
9. According to the requirements of the syllabus and teaching materials, prepare exercises in and out of class. Teachers should first do all the exercises in the textbook, make clear the function of each exercise, ensure that the exercises and the teaching content cooperate with each other, give full play to teachers' creativity when necessary, and compile exercises suitable for students' reality. Exercise design should closely focus on the teaching focus, pay attention to the reality of children's lives, and reflect the value of mathematics learning.
10, make full preparations before class. Prepare fully used teaching AIDS and learning tools; Be familiar with lesson plans before class, anticipate the possible difficulties in students' learning, and be mentally prepared to adjust lesson plans according to students' learning needs in the teaching process.
Second, classroom teaching
1. When the bell rings, teachers should enter the classroom in time, organize teaching, conscientiously implement the established teaching plan, and avoid the randomness of teaching. Teachers are not allowed to leave the classroom casually, or interrupt the lecture and talk to others.
2. In class, teachers should be full of energy, teach naturally and kindly, communicate with students on an equal footing, and strive to create a good classroom atmosphere. Insist on giving lectures in Mandarin with clear pronunciation and rigorous expression; The blackboard should be neat and tidy, and the handwriting should be correct. The layout of blackboard writing should reflect the cognitive process and key points as much as possible.
3. Grasp the teaching of basic knowledge and cultivate students' mathematical ability. In teaching, we should pay attention to revealing the background and formation process of knowledge to students. In the process of seeking knowledge, students should take the initiative to try, guess boldly and reason carefully, and guide students to consciously use induction and generalization to acquire new knowledge. Concept teaching should attach importance to intuition and practical operation; Pay attention to oral arithmetic training and mathematical understanding in computing teaching; The teaching of practical problems should pay attention to the connection with students' real life, highlight the analysis of basic structure and quantitative relationship, and cultivate students' ability to solve practical problems; The teaching of geometry knowledge should pay attention to cultivating students' spatial concept; In teaching, we should also pay attention to cultivating students' good habits of writing and introspection, so that students can develop their own abilities and habits while forming their cognitive structure.
4. Advocate heuristic and oppose full-house irrigation. In teaching, it is necessary to highlight students' dominant position and ensure that students have sufficient opportunities and time to start, talk and think; We should pay attention to the timely use of the form of "group cooperative learning", so that children can understand the learning task while contacting the objective world, explore and discover the laws of mathematics with their learning partners, express their own opinions, inspire each other and exchange and supplement; In teaching, we should pay attention to cultivate students' habit and ability to use textbooks, guide students to understand the examples, solutions and processes in the book, and cultivate students' self-learning ability.
5. Teaching should be geared to all students. Classroom questioning should be simple and clear, have thinking value, have appropriate gradient, and pay due attention to suit everyone; Ask a wide range of questions, and when students have difficulty in answering, they should be patiently inspired; Listen carefully to the students' speeches and don't let go of the mistakes and ambiguities in their answers.
6. Attention should be paid to stimulating students' interest in learning. It is necessary to create problem situations, guide students to think positively, encourage them to question and ask difficult questions; We should patiently inspire students with learning difficulties, encourage them to ask more questions and answer more questions, properly evaluate their progress through hard work, and let every student in the class believe that they can learn well.
7. Every class should start and end on time, and the classroom teaching time should be allocated reasonably. To make full use of the best time of each class, we should generally complete the main teaching tasks in the first 20-25 minutes, and ensure that students have about 10 minutes to concentrate on practicing, ensure that classroom homework is completed in class, and effectively reduce the burden of students' homework after class.
8, according to the teaching content and existing conditions, fully and effectively use charts, models and other teaching AIDS, learning tools and audio-visual means to increase the intuitive, pay attention to the use of a large number of media courseware according to students' learning needs, and strive to improve the classroom teaching effect.
9. Strengthen information feedback and adjust teaching in time. In teaching, we should observe students' eyes and expressions, understand students' cognitive mentality and mastery of knowledge and skills through questioning, operation and practice, and adjust teaching progress and methods in time. Students should pay attention to patrol and individual counseling when doing homework in class.
10, middle and senior grades can arrange homework appropriately, but with clear purpose and pertinence, and strictly control the workload according to relevant regulations.
Third, extracurricular teaching activities.
1, carefully analyze the teaching gains and losses after each class, and advocate writing notes after class. It is necessary to record students' difficulties in learning and typical mistakes in practice in time.
Teachers should check and correct students' homework in time. Homework should be corrected on the same day in principle. Comment on the common problems in students' homework in time, carefully analyze the reasons and organize corrections. Homework requires all batches to be corrected, and students with many mistakes should try their best to correct their homework. Correcting homework should use standardized symbols and indicate the time of correcting. Job analysis should be recorded in writing.
3. Instruct students to work according to the prescribed format, and cultivate students' study habits of neat writing, independent thinking and rigor.
4, teachers should be based on classroom teaching and students' homework, exams and other feedback information, often, timely and purposefully counseling students with learning difficulties. We should help them make up for their lack of knowledge, improve their learning methods, enhance their learning confidence and improve their academic performance.
5. Conditional schools should actively carry out math activity courses or establish math interest groups. The forms of activities should be adapted to local conditions, varied from person to person, diverse and vivid. The content, form and time arrangement of each semester's math activity class should be included in the semester teaching plan, and a special person should be appointed to take charge and strengthen guidance.
Four. Evaluation and testing
1, strictly control the number of candidates. Mathematics only takes the examination prescribed by the administrative department of education. The examination should be based on the requirements of the syllabus and teaching materials, not only to test the double basics, but also to test the ability. The coverage of the test questions should be large, the types of questions should be diverse, the subject matter should be close to the students' reality, and the difficulty should be moderate.
2. Before the exam, teachers should do a good job of reviewing, guide students to sort out and summarize what they have learned, communicate the links between knowledge, and form a complete cognitive structure. After the exam, you should comment in time and make a good analysis of the test paper.
3. Pay attention to the usual performance test. We should not only pay attention to written test, but also to oral test and practical operation ability. Attention should be paid to in-depth understanding of students' learning through classroom questioning, blackboard writing performance and homework.
4. Continuously improve performance evaluation. It is necessary to make detailed statistics, regular analysis and comprehensive evaluation of all students' achievements, record their achievements in time, and continuously improve teaching according to the examination and the feedback information obtained from the examination.
How to cultivate and improve students' interest in learning mathematics
Interest is the motive force of children's creativity and curiosity. As long as children are interested in something, they will pursue it endlessly, practice it and develop it. In mathematics teaching, we realize that students who can actively participate in the process of acquiring knowledge have a strong interest in mathematics and a strong desire for knowledge, and their mathematics quality will develop rapidly. Therefore, mathematics teaching must start with changing students' learning attitude and emotion, so that students can change from mechanical and passive learning to creative and active learning.
However, driven by the long-term exam-oriented education, we sometimes think that as long as the answers to the exercises are correct and the students remember them, the exam will be fine. So in class, once students make mistakes in their answers, it is difficult for us to keep calm and we can't help scolding them. Over time, the classroom is dull and the atmosphere is dull. More students "hit a wall", so they are no longer willing to take the initiative to participate in the classroom, and their interest in learning mathematics is gone.
Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Students' knowledge and ability can only come from their own learning activities. Breaking the above deadlock, cultivating students' interest in learning mathematics and guiding students to develop independently are the needs of cultivating students' abilities in all aspects. Let's imagine: in the classroom of the main battlefield of quality education, without students' active participation, interest and enthusiasm for cooperation and exchange, how can there be sparks of thinking collision, development and innovation? Only by adapting to children's psychological characteristics and guiding children's interests step by step can we effectively cultivate students' interest in learning and promote students' active learning. Through the teaching discussion in recent years, I am trying to do it from the following aspects.
First, use "love" to protect students' interest in learning mathematics
Psychologists point out that timidity and excessive self-criticism are the most dangerous enemies that hinder creativity, while courage and self-confidence are the most important characteristics of creative personality. In teaching, teachers should first change their ideas and participate in students' learning activities in the roles of organizer, guide and participant, thus creating a relaxed and harmonious classroom atmosphere and giving students a sense of psychological security. Teachers should fully respect and trust students, regard them as active explorers of knowledge, create a harmonious atmosphere, help students build up self-confidence and promote their active learning. I think caring for students means improving their interest, confidence and efficiency. Therefore, in teaching, I try to respect students' different opinions, tolerate students' wrong ideas and encourage students' creativity. Encourage them to think independently, be good at evaluating students correctly with appreciation, give priority to praise and encouragement, and let students sit in the spring breeze like a spring rain. "Teaching is no small matter", a casual remark and a casual look in the classroom will directly affect students' psychology. Give praise and encouragement to students who can successfully complete the training. The joy of success makes students more confident. For those students who encounter difficulties in training, we should not choose to criticize, not to discourage them, but to inspire them. I remember once, when I was teaching the invariance of quotient, I guided students to observe how the dividend and divisor of the formula12 ÷ 4 = 3120 ÷ 40 = 31200 ÷ 400 = 3 changed from top to bottom. What pattern did you find? After a period of classmates' communication, I found that my grades in class were not good. Liu Li, who never raised her hand to speak in class, raised her hand. I called her cheerfully, but she stood there for a long time without saying a word. At this time, other students couldn't sit still: some naughty children began to laugh at her, and the well-studied children complained impatiently that she was wasting time. Look at Liu Li, her face flushed, her head bowed and her eyes turned away from her teachers and classmates. I can feel from her timid eyes that even she has lost confidence and wants to retreat. But I went over to touch her head and said kindly, "It doesn't matter, the teacher is very happy when you raise your hand in class, which proves that you want to study hard with everyone." When you talk to everyone in front of the teacher for the first time, nervousness is inevitable. Take a deep breath and say what you have observed and thought. Even if it is wrong, the teacher should praise your courage! " At that time, she was so excited that tears welled up in her eyes that she stammered out her opinion in a trembling voice, which was actually right! There was a burst of warm applause in the classroom at once, and I couldn't help feeling surge. We give students more care and encouragement. What difficulties can deter students? Giving students love and confidence is the emotional basis for cultivating students' interest in learning.
Second, use "environment" to cultivate interest in learning mathematics
As we all know, many children think mathematics is boring because of exam-oriented education. When it comes to math class, it seems to be endless calculation. In fact, mathematics should be the most interesting science to attract students in primary school. Because it is not only instrumental, but also humanistic and closely related to real life. In teaching, I use various means flexibly, such as body language, courseware, audio and video recording, stick figure, story performance and so on, to reproduce the teaching content. Guiding students to appreciate the environment has achieved good teaching results. For example, in the teaching of "the invariable nature of business" and "regional and regional units", with the help of teaching courseware, I introduce new lessons with vivid stories and interesting games, and children review old knowledge and produce new problems while entertaining, and then they actively carry out inquiry learning. Teachers and students naturally find their own roles, and their learning efficiency is very high. Third, stimulate the interest in learning mathematics with "demonstration"
Every student is a different individual, and a thousand readers have a dream of red mansions in their hearts. Our teachers should not use the majesty of "egoism" to suppress students' learning enthusiasm and initiative. Instead, we should create a relaxed learning environment for students to debate and express their opinions, and find the embodiment of self-worth in the debate, so as to stimulate their internal motivation for learning and cultivate the spirit of pioneering and innovation.
In teaching, I pay attention to seize the opportunity, light the "fuse" of the debate in time, give students some opportunities to express themselves as much as possible, and do my duty as a guide. If the teaching divisor is the division of two digits, simply calculate the problem of 1200÷500, and I will let the students try to do it in their own books first. Because of the invariance of quotient, there is no problem with the calculation method, so the students are full of interest and confidence. After that, organize classmates to exchange the results: "Quotient 2 is greater than 2" and "Wrong! There was a riot in class 200 for more than 2 minutes, and most students agreed with the first answer. At this time, I asked the students to discuss, and both sides expounded their views and could ask each other questions. As a result, students from both sides immediately launched a war of words. At first, the students all had their own reasons, but gradually, the students who agreed with the first answer realized that they were wrong and were convinced of the rebuttal. In this process, it is entirely the students themselves who are discussing and communicating. Facts have proved that the learning effect is excellent. Because they are actively learning, the embodiment of self-worth is waiting for them. Therefore, encouraging debate is an inherent need to stimulate students' interest in learning.
Fourth, to "move" to improve interest in learning mathematics
Helmut, the father of education, said that when an individual acquires knowledge, his interest will change in four stages: attention, expectation, inquiry and action. It can be seen that the only way to truly gain and consolidate the interest in learning mathematics is through students' own actions. Our mathematics teaching should be based on the main battlefield of classroom teaching, and at the same time establish an open curriculum system, organize teaching from students, so that students can enhance their interest in learning mathematics in practical activities. I cultivate students' interest in learning mathematics by offering math activity classes and other forms. When teaching "statistical knowledge", let students count things in school; After teaching the year, month and day, let the students make their own calendars for 2008. After teaching the rectangular area, let the students measure the rectangular area in their lives ... Through a series of mathematical practice activities, let the students feel that mathematics is closely related to life, eliminate their boredom with mathematics and stimulate their interest in learning mathematics.
In addition, psychology shows that learning motivation can be transferred. In reality, students who are tired of learning are often interested in sports activities, productive labor and extracurricular activities. We should make the best use of the situation according to different people, and link the motivation of participating in various extracurricular activities with learning mathematics to stimulate students' interest in learning, so that our teaching will get twice the result with half the effort.