Effective classroom teaching should embody certain ideas and thoughts, but it is concentrated in students' learning process. Learning is a process of learners' self-construction, which is mainly manifested in the following aspects: initiative, interaction, practicality, understanding and reflection. If the classroom teaching with these characteristics is realized, then this class can be called an effective good class. Then, in the new curriculum mathematics classroom teaching, how can we promote students' mathematics learning and reflect the effectiveness of the classroom? Now I will talk about some feelings according to my own teaching practice.
1. Create a relaxed and harmonious learning environment for students.
Effective classroom teaching should have a relaxed and harmonious learning atmosphere, so that students can have rich emotional experience in the process of exploration and learning. In the "straight face" class, students may have mastered the relevant knowledge and skills, but they will not be interested in learning mathematics and will not have the initiative to explore. A relaxed and harmonious environment does not mean that it can only be achieved through games or vivid situations. Teachers' vivid language, friendly attitude, inspiring and creative questions and exploratory activities can create a harmonious environment for students. For example, I designed such an interactive learning process when I was teaching the classification of triangles. The teacher said, "We already know triangles. We know that triangles can be divided into acute triangles, right triangles and obtuse triangles according to different angles. Now can you guess what triangle the teacher is holding? " At this time, the teacher presents a triangle, and most of the triangle is blocked, and only one corner is exposed. Some students said, "I guess it's an acute triangle, because what I see is an acute angle, and I guess the other two may be acute angles." Some students said, "I guess it's an obtuse triangle." Although I see an acute angle, the other two may be acute and obtuse. " ... students argue endlessly, each with its own reasons, and the participation is quite high. Because the activity of "guessing" is not only helpful to enliven the classroom atmosphere and stimulate students' interest in learning, but also in the process of "guessing", students should not only say what triangle it is, but also explain the reasons. Such teaching activities also provide students with a harmonious atmosphere.
2. Pay attention to students' learning process and let them experience the opportunity to do mathematics.
An important idea of the new curriculum is to provide students with the opportunity to "do" mathematics, so that students can experience mathematics and experience mathematics in the process of learning. Mathematics learning, especially the learning of new concepts and methods, should provide specific situations for students to experience mathematics in actual operation, arrangement, analysis and exploration. For example, when exploring and discovering the sum of the internal angles of a triangle, I provided students with a record of group activities, so that students could measure the angles of the three angles of the triangle themselves and find the rules in group communication. After discovering the law, guide the students to the origami triangle to verify their findings. In the whole process, I fully let students experience mathematical activities such as operation, verification, discussion and communication. Let students not only learn knowledge, but also experience the fun of "doing" mathematics.
3. Create space and time for students to think.
Good classroom teaching should be thoughtful and give students more time to think. The effect of learning ultimately depends on whether students really participate in learning activities and think positively. The teacher's responsibility is more to provide students with opportunities to think and leave students with time and space to think. The simplest requirement is whether the teacher should give the students some time to think, at least a few seconds, instead of jumping to conclusions and judging whether the students will, especially those problems that need deeper understanding and creativity to solve, so that the students can have some time to think.
4. Adopt flexible methods to meet the actual and content requirements of students.
The choice and application of teaching methods should be based on the needs of students of different ages and development levels, and at the same time, it should conform to different learning contents. The method of exploration and discovery is worth promoting, but not all content should use this method. Teaching new concepts and methods requires students to explore, but they can also accept some prescribed contents. For example, when I teach "using letters to represent numbers", students learn the shorthand law of letters and numbers, and letters are multiplied. I didn't ask the students to explore and discuss, but directly produced a piece of paper and asked the students to learn these prescribed knowledge by themselves.
5. An effective class should pay attention to students' effective study and classroom efficiency.
Effective learning must be valuable learning, and learning that is useful to students is learning aimed at problems that students generally need to solve. For example, some teachers work out more than a dozen math problems one by one when reviewing the class, and it will be over as soon as the class is over. It seems that the classroom atmosphere is active, all students participate, and the homework design has a slope. But when I sat down to listen to the class together, I found that only a few students couldn't understand these questions, but the teacher had to tell the class from beginning to end. This phenomenon is very common among students, so-called review classes are almost always like this. There is no targeted and effective learning problem, and the collective waste of time is only to complete the so-called teaching tasks and teaching plans. Can you imagine the effect of such classroom teaching?
In short, an efficient classroom means that students actively participate in the classroom, dare to ask their own questions, and can ask in-depth questions instead of "catering" to teachers. Therefore, an effective classroom is also a classroom to solve students' problems. We should pay attention to the individual differences of students and respect the needs of different students in knowledge, ability and interest. It is necessary to design different levels of questions, different types and different levels of topics, so that students have the opportunity to participate in teaching activities and gain something in the learning process.