On the Effectiveness of Mathematics Classroom Teaching in Primary Schools
Effective classroom teaching is the eternal pursuit of mathematics teachers. Based on the exploration and practice in the teaching process, this paper expounds the effectiveness of situation creation, learning process and learning methods, so as to improve the effectiveness of mathematics classroom teaching in primary schools.
Key words: the effectiveness of primary school mathematics classroom teaching, the effectiveness of creating situations in the learning process, and the effectiveness of learning methods.
Teaching is a purposeful cognitive activity, a successful teaching behavior of teachers in achieving teaching objectives and meeting students' development needs, and a dual embodiment of social and individual values of teaching. Now I want to express my views on the experimental research on the effectiveness of classroom teaching:
Should we pay attention to the effective teaching of 1? The effectiveness of situation creation?
Creating a good mathematics learning situation has been widely discussed in the education field, and some theoretical understanding and practical experience have been formed. The biggest feature of the new textbook is that the introduction of a large amount of knowledge and the raising and solving of problems are carried out in a certain situation. Therefore, carefully creating situations is an important teaching strategy to improve the effectiveness of mathematics. But in some math classes under the new curriculum, situations are only created for the sake of creation, just for superficial stimulation, and some even become? Oral English class? Too much non-mathematical information interferes with and weakens the learning of mathematical knowledge and skills and the development of mathematical thinking. To achieve the effectiveness of situation creation, we should pay attention to the following points:
1. 1 Situation creation should have a clear purpose. Each class has certain teaching tasks. The creation of situations should be conducive to students' mathematics learning and the development of their cognitive skills, mathematical thinking, emotional attitudes and values. Therefore, in teaching, we should not only create situations closely around the teaching objectives, but also give full play to the role of situations and guide students to use mathematical language to extract mathematical problems from situations in time. If it is a problem situation, the teacher's questions should be specific, clear, innovative and enlightening, and should not be put forward in general, such as? What did you find? Wait for questions.
1.2 The content and form of the situation should be designed according to the students' life experience and age characteristics. There are many kinds of teaching situations, such as problem situations, story situations, activity situations, experimental situations, competition situations and so on. The creation of situations should follow the psychological characteristics and cognitive laws of children of different ages, and be designed according to students' actual life experience and familiar things. For children in middle and lower grades, situations can be created by telling stories, playing games, and visually demonstrating. For senior students, it is necessary to create problem situations that are conducive to students' independent learning and cooperative communication, and attract students with the charm of numbers themselves.
2 What should we pay attention to in effective teaching? The effectiveness of the learning process?
The core of classroom teaching is to mobilize all students to actively participate in the whole process of learning, so that students can learn independently and develop harmoniously. Therefore, mathematics classroom teaching must guide students to actively participate in the whole process of mathematics learning from beginning to end and be the masters of learning. Whether the learning process is effective is the key to the effectiveness of classroom teaching.
2. 1 Stimulate interest and generate participation motivation. Russian educator ushinski said: Without any interest, being forced to study will stifle students' willingness to master knowledge. ? Especially the children in the lower grades, who are young, have short attention time and poor persistence, often affect the classroom learning effect. Therefore, teachers should do everything possible to make students interested in learning materials.
For example, when I asked the unknown in the first book of teaching, I created? Guess poker? For the first time, I held two playing cards in my hand and asked the students to guess what these two cards were. The students were very interested and raised their hands to tell the teacher their own answers. The second time, I told them that the sum of these two cards was 9. Now, more students raise their hands and the answers are more unified. The following four situations appear, A (stands for 1) and 8, 2 and 7, 3 and 6, 4 and 5. The third time, I told them that one of the cards was 2. At this time, almost all the children in the class raised their hands and shouted out the answer 7. The design of this situation can not only understand students, grasp the starting point of teaching, but also stimulate students' interest in learning and let students participate in learning with interest.
2.2 timely inspiration, guide the way of participation. Students are the main body of learning, but we also have to admit that the growing pupils are immature learning subjects. Due to the limitation of age, experience, knowledge and ability, their ability to ask questions, analyze problems and solve problems is limited. Therefore, we should give full play to students' subjectivity and initiative. Today, we should also attach importance to and give full play to the role of teachers as organizers, guides and promoters. Teachers should give full play to the guiding role of students' difficulties and differences of opinion, and give timely guidance when summing up knowledge and methods.
For example, in the teaching of "number, number and multiplication", when students explore the algorithm of addition calculation: 3+3+3+3+3, I don't directly lead out a simple algorithm to write a multiplication formula, but let students solve problems by the explored method and then guide them in time. What did you find through calculation? ,? What do you think of this article? ,? If only it could be simpler. Through questioning and talking one by one, guide students' thinking to approach the goal step by step: original algorithm? Angry? Do you need it? Simplify? .
And then demonstrate it through animation? From complex to simple? Let students be impressed by simple writing. The effective guidance of teachers can ensure the quality of students' inquiry activities and make students' inquiry activities more meaningful and effective. 2.3 create space for students to participate in the whole process of learning. Professor Zhou once said: We should create more thinking situations, more thinking time, more activity space, more opportunities to express ourselves and more successful experiences. ? These? A little more? Warn teachers to create time and space for students and ensure students' participation opportunities. To this end, I always implement it in classroom teaching? Say it? 、? Shake it? 、? Do it. 、? Compare? 、? Measure it? 、? Draw a picture? 、? Discount? 、? Fold it? One question How many questions do you like to ask? Who else has different opinions or ideas? Who can add? Think carefully about what else you can do, try to meet the psychological needs of students and create more opportunities for students to actively participate in learning.
Like teaching? At that time, I designed to let students fill out birthday candle cards, and then give the birthday candle cards to the four messengers corresponding to spring, summer, autumn and winter, and then complete the statistics by counting the physical objects (cards), so that all students can actively participate in the learning process and use their brains, which not only avoids the confusion in the statistical process, but also ensures the active participation of all students, so that students can learn the knowledge of statistics in activities and fully reflect the effectiveness of teaching.
What should be paid attention to in effective teaching? The effectiveness of learning style?
For a long time, students learn mathematics mainly by accepting learning. As a result, students' computing ability and problem-solving ability are particularly strong, while students' ability to ask, analyze and solve problems, practice ability and innovation ability have not been cultivated. To this end, the "Mathematics Curriculum Standards" put forward? Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. ? We should guide students to adopt different learning methods according to different teaching contents to realize effective learning.
3. 1 attaches great importance to inquiry learning. ? Exploring? As one of the three learning methods emphasized in the new curriculum, it has been gradually accepted by teachers and applied to teaching, such as teaching? Long quantity? When, mainly to guide students to operate. In order to pull out the measuring tool skillfully? Ruler? I asked the students to choose the tools around them and measure the length of the desk first. Some use textbooks, some use pencils, and some even pull out a hair, right here? Hot and noisy? In the measurement operation, students get different results. Some say the desk is as long as four math books, some say it is as long as six pencils, and some say it is as long as 22 hairs. At this time, students' thoughts are complicated and confused. Why is the length of the same table different after measurement? After group discussion, the students realized that the measuring tools should be unified when operating. While attaching importance to inquiry learning, we should also pay attention to the fact that it is impossible and unnecessary for students to discover and explore mathematics independently anywhere. Let students use inquiry learning to study, and we should pay more attention to whether the learning content is suitable for inquiry learning, so as to ensure the effectiveness of learning.
3.2 Strengthen group cooperative learning. ? Cooperative learning? It is beneficial to reflect students' subjectivity and publicize students' personality. Efforts should be made to create conditions for students and provide students with a space for cooperative learning. To improve the effectiveness of group cooperative learning, we should pay attention to the following points: ① Grasp the orientation of teachers and give full play to their leading role. Before cooperative learning, teachers should first estimate: Is it necessary to cooperate with the questions raised? If so, when will it be carried out? How to ask questions? About how long will it take? What might happen? How should teachers guide and guide? How to combine classroom teaching, group teaching and individual self-study to realize complementary advantages? (2) Clear division of labor, so that students can become the masters of group learning. Cooperative learning is a cooperative learning activity with clear division of labor for group members to complete the same task. Distribute materials, do experiments, take notes, make speeches, summarize, report and so on, all of which are undertaken by different students, so that everyone has the opportunity to express themselves in group study. ③ Establish a mechanism to promote the development of cooperative habits. We should consciously strengthen? Study group? The sense of collective honor makes every member feel that his behavior will affect the learning achievements of the whole group, and guides students to learn to listen to other people's statements, respect other people's opinions, actively participate and learn to think.
3.3 Do not exclude learning. We should admit that mathematics, as a basic science, has its unique structural characteristics, and some knowledge is unified, rather than students can easily find answers through inquiry activities. In other words, the learning of this knowledge should be based on accepting learning, which requires teachers to explain or learn under the guidance of teachers, and does not require exploration. For example, specify the area unit 1 cm2, 1 square decimeter, 1 square meter, specify four operation sequences, and so on. Meaningful acceptance learning can make students absorb more information in a short time and achieve better results.
Pursuing the effectiveness of classroom teaching is the most ideal effect we have been pursuing. Under the guidance of the new curriculum concept, we should reform the classroom teaching mode and improve the effectiveness of classroom teaching under the premise of giving full play to the students' main role. Only by persistently pursuing the effectiveness of classroom teaching can we truly improve the teaching quality in an all-round way and implement quality education.
A Study on the Effectiveness of Mathematics Classroom Teaching in Primary Schools (Ⅱ)
Teaching is a purposeful cognitive activity, a successful teaching behavior of teachers in achieving teaching objectives and meeting students' development needs, and a dual embodiment of social and individual values of teaching. Now I want to express my views on the experimental research on the effectiveness of classroom teaching:
First, the meaning of effective teaching
Effective teaching? Effective? It contains the meaning of effect, efficacy, effect, efficacy, efficiency and benefit. Primary school mathematics teachers should give full play to all their advantages, factors and functions, pursue teaching efficiency and pursue high efficiency in all educational and teaching work. Effectiveness here refers to high efficiency, which is the concrete progress and development that students get after a period of teaching by teachers. That is, in the unit time, teachers maximize the realization of teaching objectives. The progress and development of students is an index to measure the effectiveness of teaching. Whether students learn well or not is the biggest index to evaluate the teaching effect of teachers. If students don't want to learn or learn without effect, then no matter how hard the teacher tries, there will be no teaching effect, or the effect of students' efforts will be unsatisfactory, which is also inefficient or even ineffective teaching.
Second, pay attention to the effectiveness of situation creation.
The biggest feature of the new textbook is that the introduction of a large amount of knowledge and the raising and solving of problems are carried out in a certain situation. Therefore, carefully creating situations is an important teaching strategy to improve the effectiveness of mathematics. To achieve the effectiveness of situation creation, we should pay attention to the following points:
1, situation creation should have a clear purpose. Each class has certain teaching tasks. The creation of situations should be conducive to students' mathematics learning and the development of their cognitive skills, mathematical thinking, emotional attitudes and values. Therefore, in teaching, we should not only create situations closely around the teaching objectives, but also give full play to the role of situations and guide students to use mathematical language to extract mathematical problems from situations in time. If it is a problem situation, the teacher's questions should be specific, clear, innovative and enlightening, and should not be put forward in general, such as? What did you find? Wait for questions.
2. The content and form of the situation should be designed according to the students' life experience and age characteristics. There are many kinds of teaching situations, such as problem situations, story situations, activity situations, experimental situations, competition situations and so on. The creation of situations should follow the psychological characteristics and cognitive laws of children of different ages, and be designed according to students' actual life experience and familiar things. For children in middle and lower grades, situations can be created by telling stories, playing games, and visually demonstrating. For senior students, it is necessary to create problem situations that are conducive to students' autonomous learning and cooperative communication, and attract students with the charm of numbers themselves.
Thirdly, the effectiveness of organizing activity teaching.
Mathematics teaching under the background of new curriculum reform attaches importance to mathematics activities, and teachers can organize students to construct mathematics knowledge independently. Teachers' investment in design improves the efficiency of students' activities. Students gain experience, understanding and knowledge through high participation, and seek development, progress and improvement through active activities.
1, creating opportunities for students to practice, learn and use in the activities. Primary school mathematics teachers should pay attention to students' operational activities and provide them with a lot of activity materials, so that students can change their visual thinking into abstract and rational thinking in activities, and students can also explore cognitive laws in activities. Teachers are guides and organizers, and visual images contain abstract generalizations. They operate, talk, engage in activities, discuss and think with students, thus inspiring students to use their eyes, brains and mouths to have an essential and deeper understanding of mathematical concepts, formulas and laws.
2. Organize students to explore independently, cooperate and communicate, so that students can improve their ability in practice. Teachers can provide time and space for students to explore independently and give students problems that can be solved through hard work. Teachers are free to put them away, make them open, make them real, and make them firmly closed. Teachers organize students to cooperate, communicate, explore, study and explore in practice, gain an understanding of mathematics in communication, and gradually improve their own understanding, so that students can fully develop themselves in learning activities, give play to the role of students' learning subject, and also give play to the advantages of collective learning, so that students can improve their learning efficiency in active practice.
3. Math teachers should encourage students to positively evaluate themselves and others. Teachers encourage students to understand and accept themselves correctly, improve students' interest in learning mathematics, and stimulate students' enthusiasm, initiative and consciousness. Let students reflect on mathematics learning in positive self-evaluation, and cultivate students' abilities of self-development, self-reflection and self-growth. And students' positive and objective evaluation of others is also a process of learning, communicating and cooperating with others. Students can be inspired, think, realize their own advantages and disadvantages, and fully understand and shape themselves. Improving the effectiveness of primary school mathematics classroom teaching is a comprehensive education and teaching work. We math teachers should concentrate on pioneering and innovating, take active actions, reclaim the land of wisdom and water the flowers of wisdom in math class.
Fourth, pay attention to the effectiveness of learning methods.
"Mathematics Curriculum Standard" puts forward:? Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. ? We should guide students to adopt different learning methods according to different teaching contents to realize effective learning. We should attach importance to research-based learning and strengthen group cooperative learning. ? Cooperative learning? It is beneficial to reflect students' subjectivity and publicize students' personality. Efforts should be made to create conditions for students and provide students with a space for cooperative learning. To improve the effectiveness of group cooperative learning, we should pay attention to the following points: ① Grasp the orientation of teachers and give full play to their leading role. Before cooperative learning, teachers should first estimate: Is it necessary to cooperate with the questions raised? If so, when will it be carried out? How to ask questions? About how long will it take? What might happen? How should teachers guide and guide? How to combine classroom teaching, group teaching and individual self-study to realize complementary advantages? (2) Clear division of labor, so that students can become the masters of group learning. Cooperative learning is a cooperative learning activity in which group members have a clear division of labor in order to complete the same task. Different students are responsible for distributing materials, doing experiments, recording, speaking, summarizing and reporting, so that everyone has the opportunity to express themselves in group study. ③ Establish a mechanism to promote the development of cooperative habits. We should consciously strengthen? Study group? The sense of collective honor makes every member feel that his behavior will affect the learning achievements of the whole group, and guides students to learn to listen to other people's statements, respect other people's opinions, actively participate and learn to think.
Improving the effectiveness of primary school mathematics classroom teaching is a comprehensive education and teaching work, and pursuing the effectiveness of classroom teaching is the most ideal effect we have been pursuing. Under the guidance of the new curriculum concept, we should reform the classroom teaching mode and improve the effectiveness of classroom teaching under the premise of giving full play to the students' main role. Only by persistently pursuing the effectiveness of classroom teaching can we truly improve the teaching quality in an all-round way and implement quality education.
The effectiveness of primary school mathematics classroom teaching paper III
Abstract: Classroom teaching is the basic organizational form of teaching. The Curriculum Standard of Primary Mathematics points out that the basic starting point of mathematics teaching is to promote students' all-round, sustained and harmonious development. In order to make students fully develop in the limited teaching time in our mathematics classroom, we must build efficient and high-quality effective classroom teaching.
Keywords: primary school mathematics; Classroom teaching; Teaching situation; efficiency
With the promotion of the new curriculum reform, the new ideas, new teaching methods and new learning methods of the new curriculum reform really make our teachers full of passion and students full of vitality, and our classroom teaching has gradually stepped out of the traditional teaching mode, making our classroom teaching more exciting. But in some? Busy? After class, calm down and reflect on our current classroom teaching, which reflects laissez-faire and impetuousness, mostly formal and ineffective teaching behavior, and what is lost is classroom teaching? Effectiveness? ; It directly leads to the continuous decline of teaching quality, especially in mathematics. Therefore, it has aroused more and more teachers' reflection: how to improve the effectiveness of mathematics classroom teaching? Make math class full of energy? Below, combined with my teaching practice, talk about some of my own ideas:
First, pay attention to the effectiveness of teaching methods.
1, creating an effective classroom teaching situation
"Mathematics Curriculum Standard" clearly points out:? Mathematics teaching should be closely linked with students' real life. Starting from students' life experience and existing knowledge, we should create vivid and interesting situations to guide students to carry out activities such as observation, calculation, guessing, reasoning and communication, so that students can master basic mathematical knowledge and skills through mathematical activities, initially learn to observe things and think about problems, stimulate students' interest in mathematics, and learn the desire to learn mathematics well. ? Teaching situation is a special teaching environment created purposefully by teachers to support students' learning according to the teaching purpose and teaching content. Creating teaching situation can enhance the pertinence of learning, help to play the role of emotion in teaching, stimulate students' interest in learning and make learning more effective. To create an effective teaching situation, I think we should consider the following two factors:
(1) Use situations to stimulate students' thirst for knowledge. Psychologist Bruner thinks:? Learning is an active process, and the best motivation for students to learn is their interest in the materials they have learned, which mainly comes from the intrinsic motivation of learning activities, that is, the psychological motivation that directly promotes students' active learning. ? Therefore, when creating situations, we should not blindly pursue gorgeous pictures, beautiful music and beautiful animations, but should be more conducive to the new teaching materials themselves and stimulate students' psychological needs for knowledge, thus arousing students' desire for knowledge and doubts. There is such a teacher. In his last class on the calculation of fractional division, in order to attract students' attention, he designed wonderful and beautiful pictures of New Year fireworks. However, students get nothing but beautiful pictures; I am in a daze. Can such a situation arouse students' thirst for knowledge? This kind of unrestrained, inefficient or even ineffective situation is still not good.
(2) Use the situation to connect with the existing knowledge and experience. Where is the starting point of teaching has been concerned by more and more teachers. Accurately grasping the starting point of teaching and paying attention to students' life experience is the premise to ensure the effectiveness of situation creation. The constructivist learning view holds that learners' existing knowledge and experience play an important role in the process of constructing their own knowledge. For example, if the teacher knows the teaching area, first take out a piece of paper for students to write a composition and a piece of paper to write new words. Which older student uses his existing knowledge and experience to take a look and say: the composition paper is bigger. ? Then he asked: The size of composition paper refers to what college students say in unison: large area. ? The creation of such situations is full of mathematical charm and thinking value, which is more conducive to promoting the transfer of students' existing knowledge and experience and actively constructing new knowledge.
2. Pay attention to the effectiveness of classroom organization methods.
"Mathematics Curriculum Standards" proposed? Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. ? Therefore, according to different teaching contents, students should be guided to adopt different learning methods to achieve effective learning. So as to realize effective guidance. At the same time, the teacher should be based on the content of the class; Decide what kind of classroom organization form and teaching method to adopt. For example, some classes need to be inspired and experimented by teachers as the main teaching methods, so we should design how to inspire and do experiments to guide students to discover and summarize. We should admit that mathematics, as a basic science, has its unique structural characteristics, and some knowledge is unified, rather than students can easily find answers through inquiry activities. In other words, the learning of these knowledge should be based on accepting learning, which requires the teacher's explanation or learning under the guidance of the teacher; Practice has proved that meaningful receptive learning can make students absorb more information in a short time and achieve better teaching results.
Second, pay attention to the effectiveness of learning the law.
Learning method is learning method. Teachers often ignore the guidance of students' learning methods and just bury themselves in class. Actually, it is not. Only when students master certain learning methods can they learn well. Proper methods often get twice the result with half the effort According to different classroom contents, tell students what kind of learning methods are better. Learning methods can be inquiry learning, acceptance learning, imitation learning and so on. So as to carry out effective classroom teaching activities. Secondly, teachers should make a good evaluation. In the process of organizing students' study, we should evaluate students fairly and reasonably. The evaluation should vary from person to person and from thing to thing. Evaluation language should be encouraging and effective, which will promote people's continuous progress, help students know themselves and build their self-confidence; Especially for students with poor foundation, teachers can take the opportunity to evaluate them effectively, which can eliminate their ideological inertia and balance their psychology. At the same time, these students need the guidance of teachers' learning methods, and teachers should guide individual learning methods. Learning methods should also vary from person to person.
Third, pay attention to the effectiveness of summary.
Summarize almost every class, but how to make it effective and effective for students; But many universities ask. After a class, a teacher asked: What did you learn in this class? Students are not easy to answer. What the students said: I learned how to cooperate with my classmates. I learned how to find the scale. I learned how to observe classroom discipline. Wait a minute. Variety shows how important the effectiveness of summary is. So what kind of summary is effective? To sum up, it is to the point; The second is to make a scientific summary according to the teaching content. You can't just ask. Summing it up is over. Students should have a brand-new understanding of the content of a class, and the knowledge should be reproduced systematically and inductive.
In a word, the effectiveness of classroom teaching is what our teachers pursue. We should start from the effective classroom teaching and students' own development, change the classroom teaching mode, improve the effectiveness of classroom teaching, rationally use and arrange various teaching methods and links, make our mathematics classroom teaching more effective, and glow the guiding role of the new curriculum concept in the mathematics classroom of normal primary schools, so as to improve the efficiency of classroom teaching, educate people and let students learn in effective mathematics classroom.