The first part of the sixth grade mathematics teaching thesis: the application of interesting teaching method in sixth grade mathematics in primary school
Primary school mathematics teaching plays an important role in primary school teaching. However, due to the complicated mathematical calculation and logical relationship, many students can't learn math well, or even don't like it. As mathematics educators, we have the obligation to stimulate students' enthusiasm and interest in learning mathematics, develop students' thinking and enhance students' self-confidence, so as to improve students' academic performance in essence. Interesting teaching of mathematics in primary schools has far-reaching and important significance. This paper will put forward some suggestions on the interesting teaching of mathematics in the sixth grade of primary school, aiming at making students realize the mystery of mathematics, actively participate in mathematics learning, develop their thinking and ability, and make students make essential progress.
Primary school mathematics; Interesting teaching; study
At present, it is not easy for many sixth-grade pupils to learn math well. Difficult calculation, boring problems and complicated logic of application problems are all important reasons why they can't learn mathematics well. These students also lost their confidence and interest in learning mathematics. Teachers should be alert to this phenomenon and not let children's self-confidence and burnout develop. Through their own practical experience and understanding of class students, we should find out the shortcomings in teaching, make rectification and improvement in teaching methods, and let students appreciate the charm of mathematics, so as to cultivate students' interest and ability in learning mathematics and strive for a qualitative leap in academic performance.
First, interest in the topic.
Mathematics problems in primary schools are often based on some hypothetical scenarios, which can't arouse students' * * sounds, and even some problems don't conform to common sense, so that students tend to feel monotonous, boring and boring when doing problems. In this case, teachers can make interesting changes to the topic, or directly produce some topics closely related to students' daily life. This teaching method can mainly improve students' interest, make them more focused on the topic and improve their learning subconsciously.
Case study: Is the author doing the second volume of the sixth grade of the Primary School Mathematics People's Education Edition? Statistics? When teaching, there is an example in the book: according to the monthly salary statistics of companies A and B in the second half of last year, what results can be drawn? This kind of topic has no familiar feeling for the sixth-grade students in primary school, and the topic is not so enthusiastic at first. It is better to change it directly to a topic closely related to students: count the number of students in this class who like to play badminton, table tennis, football, basketball and other sports activities, and draw a fan map. First of all, this kind of topic is related to students, which can improve their attention and enthusiasm and help them understand the content of the topic; Secondly, what does this question require? Statistics? This process allows students to learn statistics and organize data; In addition, the statistical process can mobilize the enthusiasm of the whole class, make the whole class feel involved, and eliminate the fear of doing wrong questions. First of all, under the guidance of the teacher, raise your hand to draw pictures for the whole class. Positive? In other words, count the number of people who like to play badminton, table tennis, football and other sports, then calculate the percentage, draw a fan map through the calculated percentage, and then analyze a result through the presentation of the fan map. This teaching method allows students to participate more actively, enhances everyone's sense of participation, and adds the process of investigation and statistics to the analysis results of the original questions, so that students can learn more knowledge; In addition, it enhances students' interest in solving problems and reduces their strangeness and fear of mathematics learning.
Second, the interest in the classroom
What is the traditional mathematics teaching mode? Encountered a problem-explanation-column calculation? Process, such a teaching model is easy to cause students' burnout, therefore, the teaching model needs to be interesting, mobilize students' enthusiasm in many ways and improve students' learning ability. Teachers can enrich the teaching form and content in the classroom, so as to achieve the fun of mathematics teaching, improve students' interest and enthusiasm, and at the same time let students learn knowledge in happiness. There are many ways to realize classroom fun. For example, carry out activities and assign special tasks. , so that students can easily complete their learning tasks while playing games, arouse their enthusiasm and sense of participation, and cultivate their self-confidence in learning mathematics.
Case study: is the author doing the first volume of the sixth grade of the primary school mathematics people's education edition? Multiplication of fractions? Before class, the author made several signs marked with scores and operation symbols for the students to tie on their heads. In class, five students are randomly selected to stand on the platform and the teacher asks questions, such as: ■? 2 = ? ■ + ■ = ? ■ ? 8 = ? ■ - ■ = ? In the specified time, let the students find the correct symbol among the symbols, tie it to their heads and form an equation, so that the students in the audience can judge whether it is right or wrong. This teaching process can effectively improve students' interest and enthusiasm, and let the whole class participate through such classroom activities. In addition, it can further test the quick response ability and teamwork ability of the five students on the stage. Due to the development of classroom activities, students are optimistic and happy about learning mathematics, which relieves their self-confidence in learning mathematics and lays a good foundation for the development of mathematics teaching in the future. In addition, through such activities, students can begin to pay attention to their own computing speed. This has a profound role in promoting the study and application of theoretical knowledge. Moreover, for the students who participate in the activities, they can cultivate their team cooperation ability and sense of collective honor by finding the correct equation composition with their classmates and completing the game, so as to enhance the tacit cooperation between students and make them realize the importance of the team. This will play an important role in students' future study and work. In addition, teachers should pay attention to the fact that in the teaching of this course, although the multiplication of fractions is the main content, we can't ignore the review of the knowledge of adding and subtracting fractions we have learned before. The questions should be comprehensive, including not only the multiplication of fractions, so that students can train new knowledge, but also addition and subtraction, so that students can consolidate and review what they have learned before. In addition, you can write some false scores and band scores on the signs to improve students' reaction ability, such as 1■, ■,?
Third, summary.
What is the education of primary school students now? Happy teaching? However, many primary school students have a headache when learning mathematics. The difficulty of calculation and the complexity of logical thinking make students feel insecure and even afraid of learning mathematics. Happy teaching? Therefore, as primary school mathematics educators, we have the responsibility and obligation to improve our current teaching mode, so that students can maintain their interest and enthusiasm in mathematics learning through interesting teaching, so that students can appreciate the charm of mathematics and really like mathematics.
refer to
Wang Qiuli. On the interesting teaching of primary school mathematics [J]. Education and Teaching Forum, 20 14(2).
[2] Gong Weimin. An effective way to construct an interesting classroom of primary school mathematics [J]. New Curriculum (Primary School), 20 12(4).
[3] High ice. On the interesting teaching of primary school mathematics [J]. Pupils (teaching practice), 20 12(7).
The second part of the sixth grade mathematics teaching thesis: how to infiltrate moral education in mathematics teaching
The new curriculum standards put moral education in a very important position. The training objectives of the new curriculum guide us to make students have the spirit of patriotism and collectivism, love socialism, inherit the consciousness of socialist democracy and legal system, and abide by national laws and social ethics; Gradually form a correct world outlook, outlook on life and values; Have a sense of socialist responsibility, strive to serve the people, and make students become a new generation with ideals, morality, education and discipline. This fully shows the important position of moral education in the whole education and teaching, and mathematics, as a basic subject, must also attach importance to moral education. So how can we better infiltrate moral education in mathematics education and teaching? I think there are several ways.
First, give full play to teachers' personality charm in teaching.
The process of moral education is not only a process of reasoning and training, but also a process of emotional edification and subtle influence. The influence of teachers' own image and spirit on students is enormous and direct. Teachers' blackboard writing design, language expression and teachers' appearance can all infect students' beauty invisibly, thus cultivating students' sentiment. For example, in order to have a good math class, teachers have made a lot of preparations and adopted flexible teaching methods, so that students can not only learn happily, but also have a sense of admiration and responsibility for teachers, which will greatly promote their future study.
Second, make full use of teaching materials and tap moral education materials.
In primary school mathematics textbooks, most ideological education content does not occupy an obvious position, which requires teachers to study the textbooks carefully, fully tap the potential moral education factors in the textbooks, and penetrate moral education through the analysis of knowledge. For example, when teaching multi-digit reading, we can cite some data since China's reform and opening up for students to practice, so that on the one hand, students can master knowledge, on the other hand, they can also appreciate the brilliant achievements made by our country. When teaching every minute, students can be educated to cherish time. When teaching pi, we can introduce that pi is calculated by Zu Chongzhi, a great mathematician and astronomer in China. He is the first person in the world to calculate the value of pi to six decimal places. It also tells the touching story of Zu Chongzhi's pursuit of mathematics, which can not only help students to establish national pride, self-esteem and self-confidence, but also transform them into the sense of responsibility and consciousness of studying hard for the cause of building the motherland. On the other hand, it can also help students cultivate the dedication of fearlessness, hard work and hard study. It can be said that it is multifaceted. There are many such examples in mathematics. Teachers can find the material of moral education as long as they fully excavate the teaching materials.
Third, moral education in the teaching process.
In the teaching process, teachers can use flexible and diverse teaching methods to carry out subtle moral education for students, such as research-based learning and cooperative learning. In mathematics, there are many rules and laws, and it won't work if the teacher teaches them orally. At this time, students can be guided to discuss, think and summarize together. This can continuously cultivate students' various abilities, and also cultivate students' ability of unity and cooperation. As far as teaching methods are concerned, we can adopt group cooperative learning. This learning method * * * enjoys the idea that students should be as responsible for others' learning as they are for their own learning, and students should study on the premise of benefiting themselves and others. In this situation, students will realize that there is an interdependent relationship between individual goals and group goals, and only when other members of the group succeed can they succeed. You can also let them form the habit of taking others' academic achievements seriously from an early age.
Fourthly, moral education is carried out in the form of mathematical activities.
Moral education should not be confined to the classroom, but should be organically combined with extracurricular learning. We can carry out some math activity classes and math theme activities appropriately. For example, after studying simple data sorting in the fourth grade, students can investigate the number of garbage bags used by their families every day after returning home, and then calculate the number of garbage bags used by a class family for a week, a month and a year, combined with the impact of garbage bags on the environment, so that students can not only master relevant mathematics knowledge, but also carry out environmental education. In addition, we should carry out various activities according to students' hobbies, such as knowledge contests and telling mathematicians' short stories. I believe this will play multiple roles.
We should also pay attention to strategies in infiltrating moral education in mathematics teaching. We must not pretend to be the master, improve the consciousness of infiltration, grasp the feasibility of infiltration, and pay attention to the repeatability of infiltration. I believe that as long as students' ideological reality and knowledge acceptance ability are combined in teaching, the dual educational purposes of moral education and intellectual education can be achieved through dribs and drabs, organic infiltration and subtle influence.
The third part of the sixth grade mathematics teaching thesis: strengthening training and improving mathematics ability
? No training, no ability This is the profound experience of following Ma Xinlan in the practice of mathematics teaching reform. By training, we mean the bilateral activities between teachers and students in the classroom. This kind of activity requires teachers to do two things well before class: one is to go deep into the whole set of teaching materials and put the training content of each class into the overall structure of knowledge; The second is to fully understand the knowledge level of each student in the class, and on this basis, design training content according to the teaching progress. Therefore, the training course has the following characteristics:
First, there must be new breakthroughs.
Training is to reproduce students' existing knowledge in many directions and angles with the most primitive basic concepts in knowledge as the soul and the internal connection of knowledge as the line. In the process of knowledge reproduction, students should be required to update and have a new understanding of old knowledge. This? New? , including students' new learning ability.
Second, we must grasp the key.
In the process of training, the teacher's role is just right for students? Hint? . This one? Hint? It is by no means to point out new knowledge and content to students, nor is it a lecture; Instead, it inspires students' thinking and guides them to actively explore, discover, understand and improve in the direction suggested by teachers.
Third, we must do a good job in design.
In the classroom, teachers should consciously design the situation of problems, provide students with more opportunities for exploration and discovery, and have sufficient time to think, explore and study, so that they can all think positively and give full play to their wisdom and creativity.
Fourth, we should mobilize the enthusiasm of all students.
In the process of training, teachers should urge students at different levels to put forward different thinking methods and viewpoints, understand students' existing problems, different ideas, and what flash things or profound understanding they have, so that teachers can get accurate feedback and determine the contents and methods of the next training.
Fifth, create a harmonious classroom atmosphere.
In the process of training, teachers should pay attention to creating more opportunities for students to think and debate, give full play to their inherent potential, and urge them to have an endless desire to create. In the process of continuous exploration and discovery, students not only have the joy of success, but also have some wrong or imperfect ideas. Teachers strive to keep them in active thinking, the sparks of wisdom are constantly flashing, the enthusiasm for learning is constantly growing, and the mathematical ability is gradually improved.
The following is just a lesson to illustrate.
Applied problem training
First, the teaching content:? Peace and profit? Application problems of addition and subtraction (Beijing experimental textbook for the first semester of senior high school)
Second, the class type: training (systematic arrangement, divergent)
Third, the teaching purpose:
1. Learn more? And then what? The concept of addition and subtraction, grasp the quantitative relationship of application problems, and can use it? And then what? Based on the concept of "",we seek solutions from the overall height.