First, develop teaching materials and present various ways to build an effective knowledge system.
In a truly effective classroom, teachers must study the teaching materials carefully and understand the arrangement intention. Detailed interpretation of teaching materials is the guarantee of effective teaching. According to the content of teaching materials, different classes and students' knowledge level, we should make a thorough, comprehensive and systematic interpretation of teaching materials and other curriculum resources. The exercises in the textbook are adjusted, combined, supplemented and developed in value, so that they are basic, hierarchical, targeted, diverse, open and practical, and meet the needs of students of different degrees from both quality and quantity. According to students' knowledge, experience and personality differences, prepare lessons in different levels, types and degrees. The goal of a class should be to locate in a chapter, a unit or even the whole discipline, so that students can clearly understand the position and role of this knowledge point in the discipline. Understand the function of every question, every picture and every activity, and also understand the relationship between them, and plan the presentation of knowledge in the teaching materials. Only in this way can we build an effective knowledge system, stimulate students' interest in learning, and let students easily devote themselves to learning. Of course, the realization of effective classroom should also pay attention to the relationship between teachers and students. So many years of teaching experience tells me that it is more important than anything to be a teacher that students like and make them like your class. Because children like you, they will be particularly active in your class. Whatever you ask them to do, they will do it well. The tacit understanding between teachers and students will greatly improve classroom efficiency.
Second, make rational use of classroom time and improve the effectiveness of classroom teaching with the help of life situations.
The effectiveness of classroom teaching is the evaluation of teachers' teaching behavior to achieve teaching goals and meet students' development needs, and it is the expression of teaching value. Under the initiative of "20+20 practical teaching mode" proposed by President Liu, I have implemented it in junior high school mathematics teaching as follows:
The first 20 minutes is the intensive part, which is led by the teacher, and the last 20 minutes are based on students' independent learning, consolidation of exercises and internalization of what they have learned. This allocation of time is because in the process of primary school students' learning mathematics knowledge, the leading role of teachers and the main role of students are equally important, and the content of a knowledge system or a chapter can be allocated one-to-one with the teacher's leading, leading and students' independent learning time.
(A) the creation of situational teaching, highlighting the interests of mathematics, the pursuit of classroom teaching effect (the first 20 minutes)
1, basic training: (about 3 minutes) In the process of education and teaching, students should pay attention to the implementation of "double basics" in each class. Especially in the teaching of low mathematics, calculation is the most basic knowledge, but in many children I have contacted, the addition and subtraction within 10 are ok, but when I learn the addition and subtraction within 20, I obviously feel that the basic knowledge is not solid and the calculation often makes mistakes. So I will have 1-2 minutes of basic training at the beginning of each class, such as: the way of driving the train, the formula card made by the teacher orally, ordering individual children to perform on the blackboard, and other children to listen to the calculations in the draft book, etc. ), so that students' basic skills can be formed and eventually cultivated and improved accordingly.
2. Create situations and introduce new lessons: (within 2 minutes) Introduce the old into the new, and make the transition from preparing questions to examination questions, and give full play to the positive transfer of knowledge to prepare students for learning new knowledge. At the same time, let the students know the learning objectives and requirements of this lesson. Try not to spend more than 2 minutes in this session.
A good beginning is half the battle. Designing a novel and interesting scene to improve students' interest in learning at once is something that every teacher is thinking and practicing constantly. This is more important for first-year students. Talking hyperactively and being distracted are important psychological characteristics of first-year students. Therefore, a good beginning can often attract children's attention at once and make them consciously participate in your class, which will get twice the result with half the effort. In order to achieve this goal, in the usual teaching, I always try my best to find and explore topics related to the teaching content.
For example, what impressed me most was the teaching of "10 knowledge". In fact, all students know 10, but we still have this knowledge point in our books. How to attract students' attention and make them interested in attending classes, so that I can carry out teaching well and achieve the expected teaching goals. I usually start with "0", then "12" 3 "4" 5 "6" 7 "8" 9 ",and I dub myself:" 9 "means I am the biggest, and I despise" 0 "and" 60 ". The students stared at me one by one, and then I asked, "Do you believe it, children?" 1 and 0 stand together, attracting children tightly. Naturally lead students into a new lesson: "Understanding of 10." The effect is surprisingly good.
Using children's favorite and familiar artistic images to compile a novel story, so that the protagonist in the story "meets" math problems and students can solve them can achieve the same effect. For example, "A Preliminary Understanding of Teaching Multiplication" introduces a new lesson and makes up a short story. Once, a swallow and a rooster competed to count. Swallows quickly read: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, while the rooster unhurriedly shouted "25 10", and the rooster won. Children, do you know how cocks count? Today, we are going to learn "A Preliminary Understanding of Multiplication" to teach you this skill. In this way, using stories to arouse students' curiosity and arouse their awareness of "participation" can encourage students to actively participate in the study of mathematics knowledge.
3. Blend scenes and explore new knowledge, and the teacher will concentrate on it (15 minutes or so).
Primary school students' thinking is mainly in images, especially in lower grades. Their learning is mainly carried out inadvertently and influenced by interest. Therefore, according to the characteristics of situational teaching, I make full use of images in teaching, create concrete and vivid scenes, stimulate students' interest in learning, so as to guide them to understand and use the language as a whole, and infect students with vivid, real and concrete people and things in a form that students like.
Storytelling is a popular way for students, which can attract students' attention, stimulate students' interest in learning, turn boring mathematics content into interesting learning activities, integrate knowledge teaching into interest, and make students never tire of learning. In the classroom teaching, I often compile the knowledge I have taught into stories for students to learn according to the contents of the teaching materials, which is helpful for students to find problems and stimulate their interest in learning. For example, students line up to do exercises. In front of Xiaohong 10, in the back 3. How many students are there in this team? At this time, many students listed the formula 10+3 = 13 without thinking. The teacher was not in a hurry to tell them the answer, but told them a story: "One day, 14 ducklings swam from one side of the river to the other under the guidance of the mother duck. After landing, the mother duck began to cry one by one. A duck was lost, but she looked forward and counted backwards. There are also many children. It's weird. 14 How did the duck become 13? The students burst out laughing in surprise. Mother duck was so confused that she forgot herself. In the laughter, some students suddenly realized that I was so confused. How could I forget Xiaohong? Students find problems in interesting stories, correct mistakes, activate thinking and cultivate interest.
Another example is: teaching new students the enlightenment of application problems, making a beautiful picture, attracting students' attention to the beautiful scenery and starting teaching activities.
Teacher: How many birds are there in the tree?
Health: 3 birds. (teacher: these three birds are already known, called known conditions)
Teacher: How many birds have flown? (The teacher moved the tree with the picture of "bird")
Health: Two more birds flew in. (Teacher: We also know the two birds that flew in. This is another known condition.)
Teacher: How many birds are there in the tree now? (This is the question we asked)
Health: A * * * has five birds.
Teacher: How did "5" come out?
Health: The three birds and two birds in the tree add up to five.
Teachers' understanding from situation to emotion, using emotional metaphor in image situation, children naturally form the concept of application problem structure.
To make our math class full of vitality and charm, we must turn it into a "field" that students are willing to learn, so that students can fully move in class and learn with interest and color. This is the truly effective classroom teaching.
(2) Give full play to students' autonomous learning experience and improve the effectiveness of practical classroom teaching (last 20 minutes)
1. Consolidate new knowledge and improve classroom learning effect: (15 minutes)
Exercise is an important part of primary school mathematics and teaching. Whether it is a new teaching or a review class, it is indispensable, an important means for students to master mathematical knowledge and form skills, and an important way to cultivate students' ability and develop their intelligence. "Mathematics Curriculum Standard" puts forward the process goal of making students "experience mathematics". Starting from letting students experience practical problems, it emphasizes that mathematics curriculum should be abstracted as a mathematical model, explained and applied. In the classroom of the new curriculum reform, students' learning experience generally comes from strong cognitive conflicts. They solve problems and gain experience through personal understanding and practical activities. Constantly strengthening and expanding learning experience is conducive to accumulating new experiences for follow-up study. "Heard, may forget; After reading it, you may understand; Only when you have done it will you really understand it. " Children's thinking begins with action, and students can get twice the result with half the effort by using their hands and brains. Students' learning begins with the coordinated activities of hands, eyes and brain. For primary school students, operation can shorten the distance between knowledge objects and students and conduct direct cognitive activities. Doing so is conducive to stimulating students' enthusiasm for active participation. In order to make students further understand and consolidate new knowledge, improve classroom learning efficiency and ensure "openness and clarity", teachers should also supplement teaching when designing training exercises, and work hard on the purpose, form and ability of practice design. The design of classroom exercises should be: (1), fewer but better. (2) Typical. (3) It can embody the essence of teaching content. (4) The amount of questions is appropriate and just right. (5) According to the different situations of students, assign homework at different levels, so as to make students at all levels have different homework requirements as much as possible, and improve the effectiveness of homework assignment. For example, in the classroom teaching of consolidating the structure of application problems, I show the relevant condition cards prepared in advance and organize students to play games to find friends in order to find more friends. The contents of the card are: 20 white sheep, 24 white sheep and black sheep, 4 black sheep, 65,438+06 black sheep are less than white sheep, and 65,438+08 white sheep are more than black sheep. In the whole game activity, students are in high spirits and active in thinking, competing to speak one by one. They have compiled a number to find the remainder, sum number, difference number, several-to-one number and several-to-one number, and made the structure of these application problems clear. In junior exercises, such as "driving a train, grabbing a red flag for counterpoint, and matching relay races", integrating mathematics teaching into activities can stimulate students' enthusiasm for learning.
2. Reorganization and reappearance: (within 3 minutes) This link is a way to train students from "learning" to "learning". Cultivate students to summarize the content of this lesson, reproduce the purpose of learning, and try to arrange students to summarize themselves. Ask students to sum up their learning methods, what they have learned, what questions they have, and so on. In order to cultivate students' ability in this respect, our teachers are required to design scientific blackboard writing, so that blackboard writing has the function of subtly teaching students the methods of sorting out and reviewing, sorting out ideas, and promoting and optimizing the construction of relevant knowledge. You can complete the arrangement and reproduction by designing training and answering questions. Let the students' understanding further sublimate, and at the same time echo before and after, so that the whole class is rigorous in structure and clear in level.
3. Expand new knowledge: (within 2 minutes) At the end of the class, design some open or unconventional topics for students to practice. This is an extension of new knowledge points, which expands students' thinking and realizes a leap in understanding and deepening thinking. In this way, students can really play the main role in the process of doing mathematics and become the masters of learning.
Third, skillfully use a variety of evaluation methods to pursue the authenticity and effectiveness of classroom teaching.
In order to improve the authenticity and effectiveness of classroom exercises, in addition to the above points, we should also pay attention to the effective evaluation of effective classroom exercises. Because the process of evaluating classroom practice is also a process of emotional and ideological exchange between teachers and students, and it is also an effective way to improve classroom teaching. The new curriculum standard points out that implementation evaluation is a combination of teacher evaluation, student self-evaluation and student mutual evaluation. The teaching evaluation of practical courses also needs the joint participation of teachers and students, and pays attention to developing students' evaluation ability. For example, after a student completes an exercise, the teacher can not make an evaluation for the time being, but first ask the students to talk about the types of exercises and some ideas in the process of doing them, then ask other students to exchange opinions, and finally the teacher will make an evaluation. This is not only convenient for teachers to adjust the teaching process in time according to students' thinking conditions, but also can promote the development of students' evaluation ability. For mutual evaluation among students, teachers should guide students to combine "appreciation" with "criticism", treat students with a developmental perspective, and compare and evaluate students vertically. For students of different levels, teachers should be good at reviewing and comparing from different stages to effectively stimulate students' enthusiasm for learning.
In short, we can easily find that improving the effectiveness of classroom teaching has become the key and fundamental requirement for deepening curriculum reform. Pursuing the effectiveness of classroom teaching requires us to reform the classroom teaching mode, improve the effectiveness of classroom teaching, form a classroom teaching culture including inquiry, cooperation and dialogue, and build an effective classroom in line with children's physical and mental development under the guidance of the new curriculum concept and under the premise of giving full play to students' main role.