First, the connotation of the effectiveness of primary school mathematics classroom teaching
Teaching effectiveness is a dynamic concept, and its connotation is constantly expanding with the change of teaching values and teaching research paradigm. Specifically, in primary school mathematics classroom teaching, its effectiveness means that teachers use less time, energy and material equipment to make students develop, and teachers can also develop accordingly. The connotation of the effectiveness of primary school mathematics classroom teaching can be understood from the following aspects.
1. Purpose-Let students and teachers develop together. The development of mathematics teaching in primary schools is not only the acquisition of mathematics knowledge and ability, but also the all-round development, including good study habits, positive learning attitude, strong will quality, humanistic spirit and scientific spirit in the new era. On the other hand, while realizing students' development, teachers should also achieve corresponding development, including the improvement of teachers' morality, the renewal of educational concepts, the enhancement of teaching ability, the adjustment of teaching behavior, the generation of educational wisdom, the accumulation of teaching experience, the awakening of independent consciousness, the transformation of educational thinking and the realization of life value.
2. Process-the unity of teaching and learning. In traditional teaching, the authority and role of teachers are exaggerated, and teachers think too much about their own teaching when designing teaching. In fact, the effectiveness of primary school mathematics classroom teaching is not only reflected in the effective teaching of teachers, but also in the effective learning of students. If students want to study effectively, it depends on whether teachers base themselves on students' existing cognitive structure, use a variety of teaching methods and design a variety of mathematical activities to arouse students' awareness and interest in active learning and positive thinking, so that students can discover new knowledge and improve and update their knowledge structure in the process of independent exploration.
3. Results-let every student get the development he deserves. Gardner's theory of multiple intelligences holds that every student has his own superior intelligence and unique learning style. We should face up to students' differences, make students' various intelligences form the best combination in the possible range, and develop students' potential to the maximum, which is also an important concept of "let every student get the development he deserves" in the new curriculum. Therefore, the effectiveness of primary school mathematics classroom teaching is also reflected in that every student can feel the mutual respect, understanding and help of teachers and students, can correctly face all kinds of contradictions and conflicts encountered in life, can foster strengths and avoid weaknesses, and show their unique value.
The above relationships are both unity of opposites and complementary. Only by dialectically grasping the balance between them can we ensure the effectiveness of mathematics classroom teaching in primary schools.
Second, the characteristics of the effectiveness of primary school mathematics classroom teaching
In primary school mathematics classroom, the effectiveness of teaching is reflected in the aspects of openness, duality and double effect.
1. Open. Openness means that the teaching behavior is flexible and full of elasticity, and the teaching plan is only used as a reference for action. Teachers should flexibly choose and combine teaching behaviors according to teaching situations. Open teaching behavior provides space for the development of students' creativity and inquiry spirit, and gives students more autonomy. Students can find their own mathematics learning methods according to their own abilities and personalities. For example, in "Vertical and Parallel" taught by teacher Wang Wei, the scene introduced is: "Imagine a blank sheet of paper as an infinite plane and draw two straight lines on this plane. What might it look like? " This is a purely mathematical situation, and it is also a situation of "low starting point and high result". Faced with this situation, every student can participate in learning activities according to his own knowledge and experience, so that students can fully perceive the various positional relationships of two straight lines on the same plane, and at the same time provide rich materials for subsequent research. The meaning of percentage, taught by teacher Liu Haodan, designed the question situation of "Who is our Olympic hero" to stimulate students' learning motivation. Can you tell who is the most popular? This problem stimulates students' desire to explore new knowledge, guides students to think deeply by using their own life experience and existing knowledge, consciously participates in the generation of knowledge, highlights the process of thinking, and creates a good atmosphere of independent development in mathematics classroom teaching. Open question teaching is not only open in breadth, but also open in depth. Considering the advantages of two kinds of problem design comprehensively is the necessary guarantee for the effectiveness of classroom teaching.
2. Double. The development of teachers and students, the effective unity of teaching and learning, the effective unity of teaching process and result, and the harmony of mathematical knowledge and mathematical emotion are the dual characteristics of the effectiveness of primary school mathematics classroom teaching. Both teaching and learning should develop, but in practice, students' development is always emphasized. Teachers are candles, which illuminate others but burn themselves. Ignoring the development of teachers will inevitably lead to the lack of effective teaching. In the new era, teachers should be "endless", while illuminating others and studying how to teach students well, they should also constantly realize self-improvement and development. This duality is also reflected in the sparseness and compactness of teaching content, the cleverness and clumsiness of teaching methods, the looseness and relaxation of teaching rhythm, the elegance and harmony of teaching language, and the dynamic and quiet teaching form. The truly effective teaching is harmonious teaching and ecological teaching. For example, the teaching narrative case "Don't forget to prepare students when preparing lessons-the teaching and research sentiment of a lesson" Average "written by teacher Huang Yulin fully shows the process of teachers and students growing together. Before preparing lessons for the teaching content, Mr. Wang Wei's backbone group compared the arrangement of the content in the current five versions, designed the teaching plan according to the idea drawn up by Mr. Zhu Leping, and then made a teaching attempt. They think, practice, rethink and practice the problems in the initial teaching, and finally form such a teaching design to participate in "a good lesson in my heart". During the grinding process, teachers pay attention to students' development, expand their teaching horizons and improve their quality.
3. Double effect. Namely, teaching efficiency and teaching benefit. Teaching efficiency refers to teachers' teaching progress and students' learning speed. The faster the teaching progress, the less time to teach specific content and the higher the efficiency. In order to complete the teaching task in the shortest time and develop together with students, teachers must go deep into students' hearts, truly understand students' feelings and needs, and carry out teaching in a targeted manner. Teaching benefit refers to the changes that have taken place between teachers and students through teaching activities, such as from ignorance to knowledge, from little knowledge to much knowledge, from nothing to existence, from nothing to existence; Teachers' teaching skills are gradually improved and their educational wisdom is gradually accumulated. For primary school students, teaching benefits are not only manifested in the mastery of basic knowledge and skills, but also in the development of intelligence, especially the mastery of learning methods and the development of thinking methods. Teaching efficiency pays more attention to the progress of teaching and learning, and teaching efficiency pays more attention to the effect of teaching and learning. The former pays attention to the process, while the latter pays attention to the result.
Third, improve the effectiveness of primary school mathematics classroom teaching strategies
According to the connotation and characteristics of teaching effectiveness, teachers should focus on changing students' learning methods, be good at using effective teaching situations to stimulate students' learning motivation, pay attention to students' knowledge construction process and pay attention to effective reflection and evaluation.
1. Advocate various learning methods to guide students' learning. Effective mathematics learning activities need hands-on practice, independent exploration and cooperative communication, which is an important way for students to learn mathematics. Mathematics curriculum standard (experimental draft) puts forward the problem of how to realize independent inquiry, cooperative communication and practical innovation in mathematics learning: mathematics teaching should start from students' life experience and existing knowledge background, provide them with sufficient opportunities to engage in mathematics activities and exchanges, and urge them to truly understand and master basic mathematics knowledge and skills, mathematics ideas and methods in the process of independent inquiry, and at the same time gain rich experience in mathematics activities. In teaching activities, teachers should put themselves in a correct position and realize that mathematics teaching is the teaching of mathematics activities, and it is a process of communication, interaction and development between teachers and students. Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of students' mathematics learning. In teaching, teachers should actively update the inherent model of students' cognition with a developmental attitude, and actively construct scientific students' cognition, so as to fully care for students, respect and trust students, understand and tolerate students, treat every student fairly and equally, and make the classroom a stage for every student to fly his hopes, freedoms and ideals.
2. Create a learning environment and stimulate learning motivation. Stimulation of learning motivation is the internal key factor to form students' learning enthusiasm. The deep-seated source of learning is the cognitive demand of the subject, and the stimulation of this demand depends on the external stimulus. Pupils' psychology is immature, and their self-awareness and self-control learning ability are poor, so their learning motivation needs to be stimulated and mobilized by teachers. Teachers should carefully create certain mathematics teaching situations and use incentives to make students' potential and unconscious learning needs rise to explicit and conscious learning needs. For example, the understanding of seconds taught by teacher Xia Lingqiong leads to "seconds" by reviewing the countdown to the opening ceremony of the Beijing Olympic Games, which stimulates students' interest in learning, enables students to intuitively understand the existence of "seconds" in life and helps students understand the abstract concept of time. Let students feel the length of "1 second" and stimulate their interest in learning. Because students already know "time and minutes", teachers let students explore independently, and guide students to establish the specific concept of seconds through observation, operation, discussion and communication. For example, feel 1 second in the design, then feel for 5 seconds, and finally feel 1 minute. In the whole process of inquiry, the questions are open, the goals are clear, the thinking is divergent, the operation is free, and the students are always active. In this way, students really understand and master mathematical knowledge, mathematical ideas and methods in the process of independent inquiry. At the same time, the experience gained in this process is helpful for students' further study.
3. Properly guide and promote knowledge construction. Learning transfer, specifically, is the specific process of knowledge learning, in which the generality of students' original knowledge structure plays an important role. Only a generalized knowledge structure can accurately distinguish the essential differences or similarities between old and new knowledge, and only a generalized knowledge structure can have a stable and clear concept. Pupils' learning mathematics is a process of accepting previous mathematical knowledge under the guidance of teachers' inspiration, and students must have their own positive construction activities in this process. Because students are in the stage of physical and mental development, it is not only necessary but also necessary for teachers to inspire and guide them. Therefore, under the guidance of the new educational concept, it is an important aspect to find a balance between teachers' guidance on students' mathematics learning and students' independent inquiry. Teachers should provide specific demonstrations of sorting methods and procedures, guide and help students learn to sort out knowledge, and promote the structure of students' knowledge learning. For example, in order to make students understand the problem of chickens and rabbits in the same cage clearly and properly, Mr. Huang paved the way for students step by step and actively guided students to explore ways to solve the problem of chickens and rabbits in the same cage: guessing, listing, assuming, etc. Through observation, thinking, communication, adjustment and optimization, students gradually blurt out the essential model "Let's" of a chicken and rabbit in the same cage. Although this seems to be a simple sentence, it is not difficult to find a kind of strength that mathematical model students insist on in "spiritual creation" to restore their vitality.
4. Reflect on teaching practice and attach importance to effective evaluation. Improving the effectiveness of mathematics classroom teaching in primary schools requires teachers to constantly reflect on teaching practice, update teaching concepts, and also requires harmonious cooperation between teachers and students. Of course, teachers are still the "chief among equals". First of all, teachers should establish a correct view of students and teaching, fully consider the development level and differences of students, and look at the learning of knowledge and skills from the perspective of students. For example, classroom questioning should be carried out at different levels. Simple questions, general questions and difficult questions should be answered by students at different levels. We must have clear thinking, be targeted, be targeted, and adhere to the principle of facing all and teaching students in accordance with their aptitude. Secondly, we should pay attention to the role of evaluation. The evaluation here includes the self-evaluation of teachers and students, and the evaluation of teachers to students, students to students and students to teachers. Teachers and students reflect on their own shortcomings and correct their mistakes through self-evaluation; Through mutual evaluation, we can find and affirm each other's advantages and form a benign mechanism for mutual promotion between evaluation and teaching.
It should be pointed out that teaching reflection and writing teaching stories are a good evaluation form. It is different from purely theoretical and speculative teaching papers, and it is a memory, description and explanation of teachers' teaching activities. Teachers can find the context of classroom teaching through this kind of written record and form their own unique teaching style more quickly. Moreover, through mutual evaluation among teachers, we can highlight the links of teachers' habits, help teachers to reflect on teaching activities rationally and deeply, form an objective evaluation, and promote teachers' professional growth. In addition, teachers should organize students' classroom feedback, write their own expectations for classroom teaching from the perspective of students' thinking and language characteristics, take students' thoughts and thoughts as their own worries and concerns, reflect on the contradiction between presupposition and generation in the teaching process, and constantly improve and enhance the effectiveness of primary school mathematics classroom teaching.