How to build an efficient mathematics classroom in primary schools in remote mountainous areas

How to build an efficient mathematics classroom in primary schools in remote mountainous areas

Based on the investigation of primary school mathematics classroom, this paper points out five main forms of inefficiency in primary school mathematics classroom in remote mountainous areas, analyzes the causes of inefficient classroom, and puts forward some strategies to improve the effectiveness of mathematics classroom teaching.

Through teaching practice, lectures, evaluation and other teaching and research activities, this paper discusses some immature views on the factors affecting the effectiveness of mathematics classroom teaching in rural primary schools and the countermeasures:

First, the main performance of inefficient classroom.

(A) the teaching model is old and single, with heavy burden and low efficiency.

Teachers are "buckets" and students are "water bowls". Classroom teaching is a process of "irrigation". The prevalence of "procrastination", "sea tactics" and "pressure method" leads to teachers' fatigue, students' hardship, parents' difficulty, high teaching cost and low efficiency, and classroom teaching falls into a strange circle of "high consumption and low efficiency".

(B) teachers as the center, ignoring the main role of students.

Traditional teaching pays attention to "five centers", that is, teaching activities are centered on teachers, teaching process is centered on lectures, teachers teach textbooks, students study problems, and teaching value is centered on exams. Students have not really become the main body of classroom teaching, and the classroom has become a place for teachers to perform "teaching plan dramas", and students are only the supporting roles of teachers. Teachers are used to "authoritarian" teaching, and students are used to "passive" learning; Teachers only care about "what to teach" and don't study "how to teach"; Students only know "what to learn" and don't master "how to learn", so their learning efficiency is poor.

(3) Pay attention to imparting knowledge and ignore the guidance of methods and students' experience.

Classroom teaching emphasizes acceptance, light exploration, lectures, light hands-on, light memory, light application, light results, light process, light cognition, light emotion and values, and emphasizes the mastery of knowledge and the inheritance of experience, while ignoring the comprehensive cultivation of intellectual and non-intellectual factors necessary for students' lifelong development, which leads students to show that they can't think, question and innovate.

(D) lively and inefficient teaching activities.

The goal of classroom teaching is not really located in the development of students, and there is a lack of training in the breadth, depth, strength and effectiveness of students' thinking. Instead, it blindly pursues the superficial form of classroom teaching, forming a situation in which the research on classroom teaching is vigorous on the surface and the effect of classroom teaching is empty in essence.

(E) Based on this, ignoring the understanding and analysis of students and teaching content.

Students are not regarded as energetic and colorful individuals, and their differences are not regarded as a teaching resource. In addition, children in primary schools in remote mountainous areas, influenced by family background and living environment, have worse knowledge base, learning ability, individual differences and average thinking level than urban primary school students. Therefore, using the same content to teach students with differences can be imagined.

Second, the reasons for inefficient classroom analysis

(A) the age structure of primary school teachers in remote mountainous areas is unreasonable, knowledge and concepts can not keep pace with the times, and urban and rural education is unbalanced. Primary school teachers in remote mountainous areas are seriously aging, and their age structure tends to be unbalanced. These teachers obviously feel that teaching is "hard": First, they can't grasp the teaching materials. In the past, old textbooks were designed not only for what to teach, but also for how to teach. There are only a few pictures in the textbook now, so it is difficult to grasp the key points and difficulties. Second, due to the lack of knowledge, some primary school math teachers do not pay enough attention to the understanding and absorption of educational information, and lack the sense of urgency for further study. Even if you attend some advanced studies, you lack the "internalization" of what you have learned. Therefore, in teaching, only content with "grinding" kung fu and emphasizing "well-informed" practice have largely led to the format of "teachers tell everything and students are pleasant to hear", which is bound to cause students' boredom.

(2) Traditional teaching methods are deeply rooted. At present, in the classroom teaching of rural primary schools, many teachers are still keen on the traditional "lecture-style teaching": a piece of chalk, a textbook, a mouth, an assignment, several exercises ... teachers talk nonsense, ask questions blindly, fill in blindly, fill in blindly. This is not teaching. Students listen, answer, receive and dress blindly. This is not study. In class, teachers say and do a lot, depending on whether the results are right or not, and whether there are uniform big answers. It is difficult to see vivid and interesting experience scenes after a class.

(3) Teachers lack the determination and confidence to reform classroom teaching. At present, the school's evaluation of teachers is still a one-vote veto of teaching achievements, and parents often find scores. If the students in the class get high grades, the teacher will be a good teacher, otherwise they won't, because they all think that children will have to get high marks in the exam if they choose a good school in the future. Under the influence of this guidance, mathematics teachers are always trying to adhere to the "sea tactics", but they are discouraged from the new curriculum and teaching, for fear of missing students' grades. Therefore, teachers have no confidence to reform the classroom and enter the classroom. I want to use new teaching methods and new learning methods, but I dare not use them. It is difficult to form the classroom teaching mode of the new mathematics curriculum.

(D) A serious lack of family education. Pupils in remote mountainous areas are located in remote areas, and most of their parents' cultural quality is not high. There are two extremes in treating children. First of all, they expect too much from their children. If their children can't meet their requirements, they will be angry, disappointed or cynical, which often makes them feel overwhelmed and depressed, thus lacking self-confidence. The second is that children can recognize a few words, which can be counted as simple accounting. They are not strict with their children and can't give them a good learning environment, which leads to low requirements for their active learning.

Third, strategies to improve the effectiveness of mathematics classroom teaching.

The so-called effective teaching is a teaching method that emphasizes students' autonomy, cooperation and inquiry learning through teachers' assistance and effective learning guidance resources. Effective teaching mainly includes three aspects: first, learning time, that is, improving the learning quality of unit time; The second is the learning result, that is, there are real gains in the learning process; The third is learning experience, that is, students feel happy and positive emotional experience. Therefore, the effectiveness of teaching not only refers to how to teach, but also how to learn is an important standard, that is, to improve learning efficiency, obtain learning results and strengthen learning experience.

How to improve the effectiveness of mathematics classroom teaching in primary schools in remote mountainous areas, create an efficient classroom that suits you, and make the mathematics classroom full of vitality? I think we should start from the following four aspects:

(A), understanding students, so that teaching is a prerequisite for efficient classroom.

1, understand students' personality. Most students are happy to be praised by their teachers in their studies. Therefore, regular small-scale competitions can stimulate their interest in learning, enhance their sense of competition, and let students advance together in the competition. In teaching, all kinds of competitive means are adopted to stimulate students' interest in learning and enthusiasm for active participation, so that all students can make progress together.

2. Understand students' original cognitive basis. When anyone is learning new knowledge, the old knowledge must always be involved. Learning new knowledge with existing knowledge not only improves the content of classroom teaching, but also eliminates the invalid space in the classroom and reduces students' learning obstacles. Teachers should ask questions from reality as far as possible, so that students can understand that mathematical knowledge comes from life and is applied to real life, so as to realize the role of mathematical knowledge in real life; At the same time, teachers should also provide students with more opportunities to extract mathematical problems from concrete examples in daily life and use the learned mathematical knowledge to solve many practical problems in real life.

(2) Cultivating good listening habits is the first condition for an efficient classroom.

To build an efficient classroom, we must first turn a "lively speaking classroom" into a "listening classroom". Only in the "listening class" can all kinds of thoughts and emotions communicate with each other through words, otherwise communication is impossible. Listening to students' speeches is like playing baseball and pitching with students. Accurately catch the ball thrown by the students. Even if the student who threw the ball didn't say anything to you, he was in a happy mood. As a teacher, we should be good at catching every ball thrown by students, especially the ball that students throw badly or miss, which is also the best performance of teachers' own professional quality and ability to control the classroom.

(3) Adequate preparation before class is a necessary condition for an efficient class.

According to the physical and mental characteristics of students of different ages, the new curriculum standard has made scientific and specific provisions on the teaching objectives of different classes. First of all, the orientation of teaching objectives should be moderate and difficult. Just like playing basketball, the basket is too high, and students can't throw it in no matter how hard they try, so they naturally lose confidence; Moreover, if the basket is too low, students will easily fall into it, and of course there will be no joy in overcoming difficulties. Secondly, teachers should fully consider the unity of three-dimensional goals when formulating teaching goals. The formulation of teaching objectives should also consider students at three levels: good, medium and poor. According to the principle of teaching students in accordance with their aptitude, the formulation of teaching objectives should also vary from person to person, and students at different levels require different goals, so it is necessary to avoid generalizing.

(4) Optimizing classroom teaching process is the key to efficient classroom.

Mathematics curriculum standard points out: "Effective mathematics learning activities can't rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." And efficient mathematics learning activities should be a higher level pursuit on the basis of effective mathematics learning activities.

1, import before class, and show the target. Fascinating introduction can awaken students' thirst for knowledge and stimulate their interest in learning. Therefore, as soon as the teacher enters the classroom, either let the students listen to the recording or music related to the text, or tell a short story related to the text, or start a wonderful dialogue related to the text, or import it with video clips. So as to stimulate students' interest and motivation in learning and improve classroom efficiency.

2. Develop an outline to guide self-study. Write a small blackboard before class, so that students can see it in class and make clear the requirements of self-study, that is, what to learn, how long it will take, how to take the exam, etc. And guide students to learn independently, such as reading, whether to read independently around thinking about problems and finding answers, or to discuss and solve difficult problems while reading. As for the proposal of learning objectives and self-study requirements, the best way for junior students is to stimulate competition, because competition can stimulate children's thirst for knowledge and stimulate students' enthusiasm for learning.

3. Group discussion and cooperative exploration. Cooperation is more important than knowledge. It is becoming an important quality of contemporary people and is favored by everyone. Group cooperative learning in class is conducive to emotional communication and information exchange between teachers and students, and encourages students to observe and think from different angles, thus developing divergent thinking and seeking the opposite sex.

4. Check the feedback and focus on counseling.

Teachers can enlighten students' thinking by checking feedback and explaining, sum up problems that students can't solve, guide methods, supplement knowledge rules, and achieve mastery and sublimation. This link is not only to make up the difference, but also to improve students at different levels. It not only helps underachievers to solve difficult problems, but also helps good students to understand more thoroughly by correcting their mistakes.

5. Set exercises skillfully to consolidate and improve.

Through basic training, test the compliance of students and make up for the shortcomings. Class assignments should be typical, moderate in difficulty and workload, with questions, multiple-choice questions and sometimes thinking questions. A class takes about 15 minutes of homework. Teachers urge students to finish their homework independently, and encourage students who have finished the necessary questions to choose to do or think. Through the patrol, we can know which students are really "open and honest" and which students need to "open a small stove" after class, so that extracurricular counseling can be more targeted. And correct some gifted students and some poor students, not only to test whether students have achieved their learning goals in class, but also to promote students to actively study and practice in all aspects and improve efficiency; Feedback the information in time, and finish the classroom work on time to achieve the learning goal and achieve "openness"; Internalize the learned knowledge into the ability to solve problems through training; All the class assignments are handed in at the end of class, which really lightens the students' extracurricular burden. After class, students relax and have time to develop their own personality and improve their overall quality.

To create efficient classroom teaching of mathematics in primary schools in remote mountainous areas, we should make pre-class, classroom and after-class an organic whole combination. There are still many aspects to be studied in constructing efficient classroom teaching of primary school mathematics, but the most important thing is our teachers, whose basic quality and teaching level are directly related to the improvement of classroom teaching efficiency. As a front-line math teacher, I should constantly update my educational concept, improve my professional level, be brave in practice and innovation.