How to optimize the fifth grade mathematics classroom teaching

With the deepening of the new curriculum education reform, the new curriculum teaching concept of elementary school mathematics education has brought a new mode of teaching and new opportunities, but at the same time, the traditional concept of teaching is also facing a great challenge, how to improve the efficiency of elementary school mathematics classroom teaching, to achieve a qualitative leap in elementary school mathematics education, and to promote the enhancement of the level of elementary school mathematics education is the focus of the discussion, combined with the elementary school classroom teaching of fifth-grade mathematics The situation puts forward a series of feasible strategies, and seeks to provide theoretical reference for the realization of elementary school mathematics classroom goals.

A scientific design of classroom introduction will stimulate students' interest in learning

The key link in classroom teaching is the classroom introduction, before the beginning of a lesson, the students' thought activities are very complex and difficult to constrain, how to make the students from the clutter of information in the mind, so that the thoughts back to the classroom teaching is a considerable headache for the teacher, a lot of students in the classroom teaching a long time after the start, the students' thinking is very complicated, and the students' thinking is very complicated and difficult to constrain. Many students in the classroom after the start of formal teaching for a long time, the mind is still wandering outside the classroom teaching, never keep up with the progress of the teacher's lectures, the emergence of this situation requires a strong classroom introduction to solve the problem. In addition, some students do not have a clear understanding of the content of the lesson, often produce a learning confusion, a lesson to learn down do not know what they are learning, what methods should be mastered, learning lack of purpose. Quality classroom introduction can make the students' thinking into the classroom teaching mode, the students' point of interest is attracted by the teacher, the students' enthusiasm is mobilized by the teacher, in the next lesson, the students will be based on the content of the introduction link to actively think, actively explore, and constantly try to find the answer to the teacher's teaching purpose can be achieved. In the specific teaching of primary five mathematics classroom, teachers can take the questioning method to guide students into the classroom, you can also take the story method or scenario method will be the students' internal experience and the formation of the mathematics classroom correspondence, due to the abstract nature of the mathematics curriculum itself leads to the teaching link and life link often disconnected, students feel that mathematics is boring, teachers can take advantage of the student's this psychology, and actively establish the link between mathematics and real life, the teacher can take advantage of the students' psychology, and actively establish the link between mathematics and real life, and the students will be able to learn more about the subject. Teachers can precisely take advantage of this mentality of the students, actively establish the connection between mathematics and real life, use real-life mathematical problems to trigger the curiosity of the students in this lesson, so that the students with the "why?" "What is the answer?" The learning psychology of the students into the classroom, student thinking will therefore closely follow the teacher, and the content of the lectures continue to repeat the conjecture, a few minutes of teaching activities rich and easy to end.

Second, establish the student's main position, inspire students to learn independently

In the past, elementary school mathematics teaching, has been the teacher as the main role of the classroom, students have been in a passive learning position, which not only makes the student's enthusiasm for learning to be suppressed, and more importantly, is not conducive to the cultivation of students' sense of independent learning, the students will be in the teacher to complete a variety of tasks, the real significance of these tasks, but there is no way for the teacher to complete a variety of tasks. For the real meaning of these tasks but no way to think, the classroom atmosphere is often dead, tense and serious. And because of the abstract, theoretical, thinking characteristics of mathematical science, primary school students often produce "fear of math", "avoid learning", "math poor" vicious circle, these phenomena are due to the traditional math classroom teachers and students. These phenomena are caused by the traditional math classroom teacher-student relationship model. To improve the efficiency of elementary school mathematics classroom teaching, we must first change the teacher-student relationship, establish the student's main position, so that the students' learning initiative can be mobilized, so that students realize that they are the main carrier of classroom teaching, is an active participant in teaching activities, will change the past passive acceptance of the bad situation. Teachers in the teaching activities try to guide students to active thinking, active speech, for the wrong students should continue to encourage, do not indiscriminately criticize, do not put on the teacher's dignity, to combat the learning enthusiasm of students. For example, in the humanities version of the fifth grade elementary school mathematics curriculum, there is a chapter on the "polygon area" method, if the direct instillation of the formula will make students find it difficult to understand, it may be worthwhile to make the students through the measurement of the "surface of the pencil box" to form the understanding of the length and width, then Lead students to actively explore how to find the surface area of the pencil box through the length and width of the information, in the student's exploration of the results after the guidance of heuristic teaching, will receive better teaching results.

Three, the selection of teaching methods must be flexible

Many elementary school math teachers have the biggest headache is how to make primary school students to accept the abstract calculation of mathematics, abstract logic, abstract concepts. In the specific teaching of elementary school mathematics knowledge in the teaching classroom, the selection of inappropriate teaching methods will increase the difficulty of students' understanding, for example, in the relevant part of the basic knowledge of geometry, I am afraid that if the didactic method of teaching will not receive good teaching results, but if you take the physical method of teaching, so that the students in front of intuitive geometric shapes, geometric objects to produce perceptual awareness, and then the formation of rational concepts, it will receive Double the effect with half the effort. Another example, the fifth grade math textbook has a chapter on the "wide-angle tree planting" inquiry teaching content, teachers in order to achieve the best teaching results, you can use the simulation method of teaching methods, leading students to the playground, with small flags or other props to simulate the trees, with the problem of teaching in practice, so that students become the mathematical problem of the "simulation researcher". "Simulation researcher", the mathematical answer to the conclusion of a comprehensive exploration, which is significant for students to learn mathematics, flexible selection of suitable teaching methods, according to the actual need to create a reasonable teaching environment, are elementary school mathematics teaching to improve the efficiency of the classroom, to promote students to perceive mathematics, application of mathematics, and learning mathematics is an important way The teaching of mathematics in primary schools is an important way to improve classroom efficiency and promote students' perception, application and learning of mathematics. The selection of a scientific, reasonable and effective teaching method is a key step towards the success of teaching.

With the deepening of the reform of the new standard, the connotation of the classroom will be richer, the improvement of classroom effect will get more ways to realize, but also face more difficulties and obstacles, how to strengthen the improvement of classroom efficiency, how to make the students in the mathematics classroom to obtain more knowledge and ability, is the need for all elementary school mathematics teachers to explore through unremitting efforts.