A Brief Talk on Several Common Mathematics Teaching Methods in Primary Schools

With the promulgation of the new curriculum standards, the teaching concepts and methods in primary school mathematics teaching should also be changed appropriately to meet the requirements of the new curriculum standards for current primary school teaching. Primary school mathematics, as a basic subject, has a far-reaching influence on the deepening of students' knowledge level and the learning effect of various subjects in the future. Therefore, it is of great significance to reform the teaching methods in primary school mathematics teaching according to the requirements of the new curriculum standards. Bernard of Britain said: "Good methods can make us give full play to our talents, while poor methods may hinder them." . Primary school mathematics mainly cultivates students' thinking ability in images, and lays a solid foundation for developing abstract thinking ability on this basis. Today, with the further implementation of the new curriculum reform, the classroom teaching methods of primary school mathematics need to be improved urgently. Combined with teaching practice, the following main teaching methods are summarized.

First, focus on cultivating students' interest in learning.

Interest is the motivation and catalyst of learning. Stimulating primary school students' interest in learning mathematics is tantamount to opening the door to the hall of mathematics for students. The stronger the students' interest and thirst for knowledge, the better the teaching quality of teachers. So, how to better cultivate primary school students' interest in learning mathematics?

1, give students sincere love. This is the premise of stimulating students' interest in learning. Teachers must first love their work, have a strong sense of responsibility and mission, and truly care for and care for every student from the heart. This power of love will infect students and make them feel the teacher's love, respect, trust, expectation and encouragement. Students sincerely want to learn mathematics, and in the process of learning, they will feel the fun of learning mathematics, thus stimulating their interest in learning mathematics.

2, contact life to cultivate students' interest. The application of primary school mathematics is everywhere in life. In real life, primary school students should feel that mathematics is around. Learning math well will make their lives happier, so their interest in learning math will be stronger. For example, let students buy some small things with various small denominations of RMB to see how many they bought, who bought more and bought better, and how to convert yuan, jiao and fen.

3. Use a variety of teaching methods to attract students' interest in learning. Teachers can design some teaching situations and adopt a variety of lively and interesting teaching methods to turn boring classrooms into interesting ones, so that students can learn mathematics knowledge in fun. For example, teachers and students design their own pictures, use pictures for teaching in the process of interaction, and can also take some concrete objects to demonstrate multimedia courseware, and so on.

Second, let students experience mathematics knowledge through inquiry.

Knowledge comes from practice and is profound in experience. Mathematics curriculum is mainly to convey the accumulation of human culture, and life without students is inevitably boring. In teaching, I strengthen the combination of mathematics learning content with students' reality and social development, activate "indirect experience", give vitality to life, and make "indirect knowledge" have modern significance. For example, when studying the greatest common divisor, the learning task of "I lay the floor tiles for the study" was arranged. Students not only deepen the concept of the greatest common divisor in the process of designing, selecting materials and drawing according to their own personality characteristics, but also experience the interest of knowledge and see the value of knowledge through combining with real life, resulting in strong learning motivation and exploration desire. Such as balls, table tennis, building blocks, toothpaste boxes and other objects of various shapes, are put in a bag. Let the students touch it first and talk about their feelings. Some people say it's soft, some people say it's hard, some people say it's round, some people say it's angular ... in this way, students can experience it through touch without seeing it. Then, let the students pour it out, have a look, take a shot, let it go, smell it, push it, roll it, and fully mobilize the students' various senses. After that, we designed a set of game activities-building things with objects of various shapes. Students freely combine according to their own preferences, and some have themselves and others, resulting in various objects in life. This not only stimulates students' curiosity, but also enables students to quickly enter the best learning state, enriches students' imagination and stimulates students' creativity, so that students can understand the characteristics of objects and graphics in operation and develop emotional experience in perception. Practice has proved that close contact with students' real life in mathematics teaching can make students feel more natural, cordial and true, and deeply experience the omnipresence and ubiquity of mathematics in life. This kind of experience will make students more interested in knowledge and willing to participate in classroom learning activities.

Third, adopt different incentive measures to cultivate the development of students' thinking.

1, changing students' general thinking mode

Innovation, as its name implies, is to create a new thing or concept that is different from the general concept. In thinking, it is different from other general thinking, that is, innovative thinking. When a person has a psychological existence of seeking difference, there will be a way of thinking different from other ways. Zhuge Liang borrowed an arrow from a straw boat with a different mentality from ordinary people. In primary school mathematics teaching, teachers should encourage students to actively put forward their own views on problems, so that students can find their own way of thinking, rather than having the same way of thinking as others. Everyone is born unique, no one can be like himself. When students put forward their own views, teachers should give them some encouragement, so that students will have greater interest in innovative thinking and dare to try all kinds of new ideas.

2, the cultivation of reverse thinking

In mathematics, we will encounter many methods to solve mathematical problems, such as changing from subtraction to addition, from addition to subtraction, from multiplication to division, and from division to multiplication. This kind of thinking is collectively called reverse thinking, which will bring different results in many cases. There is a story in ancient times that well reflects the application of reverse thinking. Sima Guang smashed a jar to save his partner. In this story, Sima Guang didn't run to an adult like other partners, or stood there crying. He approached the place where his partner had an accident, then smashed the water tank and let the water out. This is another way of thinking. In normal study, you can also use this way of thinking to think about your own problems.

Under the new curriculum reform, teachers should properly handle the relationship between knowledge and ability. The process of students mastering knowledge and forming ability is a step-by-step process. Therefore, according to the characteristics of primary school mathematics teaching and the actual situation of primary school students, teachers should guide students' learning purposefully and in a planned way, stimulate students' learning initiative and cultivate students' observation and thinking ability, so as to comprehensively improve primary school students' mathematics quality and ability. Teachers should not only cultivate students' mathematical ability and quality, but also pay attention to the cultivation of students' psychological quality, so that students will not be afraid of difficulties in their studies and will certainly achieve good results.