Shortcomings and improvement measures of mathematics classroom teaching in primary schools

Shortcomings and Improvement Measures of Mathematics Classroom Teaching in Primary Schools Classroom teaching is the main link in implementing quality education. The position and function of primary school mathematics classroom teaching in the implementation of quality education and primary school mathematics classroom teaching reform have aroused great concern of educators. At present, gratifying results have been achieved in the discussion on the adjustment of teaching content and the reform of teaching methods. However, with the development of education situation, it is necessary to go deep into classroom teaching and study some shortcomings and improvement measures of current primary school mathematics classroom teaching from the perspective of students' learning.

Facing the requirements of education development under the new situation and reviewing the reality of mathematics classroom teaching in primary schools, I think there are still some defects or deficiencies that restrict the implementation of quality education and the promotion of curriculum reform. This paper only analyzes the shortcomings in the current primary school mathematics classroom teaching from two aspects: teaching objectives and teaching methods, and puts forward some improvement measures to discuss with you.

One of the disadvantages: the teaching goal is not very clear.

Clear teaching objectives are the most basic requirements for teachers. Every teacher admits that the teaching goal of each class is clear, but this is far from the whole of our teaching task. The teacher's task is not only to teach students knowledge, but more importantly, to make students understand why and how to learn. Not only let students learn knowledge, learn to learn, but also learn to be a man.

The second shortcoming: the teaching method is not scientific enough.

The reform of teaching methods is the main content of teaching reform for many years. Although great achievements have been made in this respect, teaching practice is still centered on textbooks and teachers, rather than students. Reflected in the classroom teaching mode, it is in research teaching rather than research.

Faced with the above problems, we should actively seek solutions and measures to make the classroom a world for students, a paradise for students to grow up happily, and truly play the role of the main channel for implementing quality education.

One of the measures: update the educational concept and clarify the educational objectives. Educational concept is the ideology in teachers' teaching, which determines teachers' educational behavior.

Now the speed of knowledge updating is accelerating, and people can't master all the knowledge. The main task of learning is to learn to adapt to society, to adapt to the times, to learn lifelong learning and to learn to survive. Every math teacher should understand his task and responsibility.

The second measure: improve the quality of teachers and improve teaching methods.

The quality of teachers directly determines the success or failure of curriculum reform. Teachers' quality includes many aspects, among which teachers' ideological quality and professional quality are closely related to classroom teaching reform. Due to the particularity of the nature of teachers' work, teachers must have high ideological quality. Teachers' professional ethics determines teachers' work performance in a certain sense. Although the quantification of teacher assessment is advocated, the results of teachers' work are sometimes difficult to quantify. At this time, teachers are required to look at their work with a better attitude and a higher level.

The professional quality of mathematics teachers includes all aspects, mainly the depth and breadth of mathematics knowledge and the understanding and mastery of primary school mathematics textbooks. In order to complete the teaching task well, primary school mathematics teachers must master the teaching materials from a certain height, and make them easy to understand, so as to avoid the embarrassing situation of being at the same level as students or even unable to keep up. We won't always beat around the bush on trivial issues and ignore those key issues.

The increase of new information in mathematics teaching and the appearance of new contents in textbooks also put forward new requirements for teachers' professional quality. This requires our math teachers to update their knowledge reserves at all times and walk in the forefront of students, so as to do a good job in math classroom teaching and teach students well.

Only when math teachers have high quality can they reform classroom teaching according to the actual situation of students, so that the classroom can truly become a place for students to learn and a cradle for their growth. Only in this way can we find a suitable learning method for our students in actual teaching and make our classroom teaching play its due role. ;