How to prepare for mathematics fragment teaching

How to prepare for mathematics fragment teaching

Fragment teaching has certain virtuality in the practical application process. The so-called virtual, that is, there are no students and no interaction in fragment teaching. In this case, how can the teacher explain more vivid knowledge?

1. Be sure to be moderate in content selection.

In general, the time of fragment teaching is about 12 ~ 15 minutes. Therefore, when choosing teaching content, we must reasonably grasp the teaching content, not too much and not too little, otherwise it will be impossible to accurately express the teaching content, which has very high requirements for the selection of fragment teaching content. In the subsection teaching of "Division with Remainder", teachers can design three different activities appropriately: (1) Let students take the initiative to operate, and through "swinging" and "dividing by one point", determine how many groups the known numbers can be divided into and how much remains, so that students can realize that there is still surplus after division; (2) Guide students to use vertical calculation, vertical teaching is the focus of primary school mathematics teaching, guide students to try, and focus on guiding students to analyze the meaning of the remainder in the formula; (3) Guide students to observe the law of remainder, sum up the reason that remainder is less than divisor, let students fully feel the relationship between mathematics learning and daily life, and strive to improve teaching efficiency and classroom quality.

2. Develop scientific, reasonable and clear teaching objectives.

For classroom teaching, fragment teaching is a part of it, so it is very important to deal with the relationship between classroom teaching objectives and fragment teaching objectives. There is a great difference between the teaching objectives of paragraph and that of class. The teaching goal of Duan is set according to the specific teaching content, which requires more detail and pertinence. So there is absolutely no need to embody three-dimensional goals in a paragraph. This requires teachers to fully grasp the classroom objectives, clarify the relationship between classroom objectives and segmented objectives, focus on the objectives corresponding to segmented knowledge points, and scientifically and reasonably locate segmented objectives. For example, when learning "division with remainder", teachers can clearly define the teaching goal as understanding the concept of remainder, understanding the meaning of remainder, and fully mastering the calculation method of division with remainder.

3. Distinguish the key points of teaching and grasp the main points.

In some cases, the focus of classroom teaching is the whole process of fragment teaching. Therefore, fragment teaching must focus on teachers' energy and practice, and strive to solve the difficult problems in fragment teaching. For example, when teaching the division with remainder, a * * * has 32 potted flowers. If every five pots are divided into one group, how many groups can they be divided into? Can the remaining two pots be grouped? Through practical operation, students can experience the key experience brought by the remainder 2. Generally speaking, under the active guidance of teachers, students can quickly master the remainder problem in division teaching, and with the blending of old and new knowledge, students can understand the key to teaching more thoroughly.

2 innovative teaching in mathematics classroom

(A) change the role of teachers, and strive to establish a new teacher-student relationship. In the traditional educational environment, the teacher's duty is to impart knowledge to students, so as to ensure that students get good grades in exams; Under the guidance of this educational idea, classroom teaching is mostly "cramming", and students only need to listen, memorize and recite. This type of teaching environment firmly establishes the teacher's subjective center position, which is not conducive to the development of students' subjectivity and the formation of students' innovative consciousness and ability. Under the concept of innovative education, the dominant position of teachers in classroom teaching has changed. Teachers have changed from the main body of classroom teaching to guides, tutors or study assistants, and students have become the main body of classroom teaching, aiming at giving full play to the main role of students and cultivating and improving their innovative ability. It is also necessary to implement innovative education in primary school mathematics classroom teaching, that is, to establish a creative teacher-student relationship that conforms to the spirit of innovative education; Teaching activities are student-centered. Teachers leave the podium to provide more support and services for students' learning, pay more attention to students' doubts and problems in the learning process, and give students timely guidance and guidance in view of existing doubts and problems, so that students can actively explore and grow under the new teacher-student relationship.

(B) to stimulate students' curiosity in learning and establish self-confidence in learning. The essence of innovative spirit lies in active attention and exploration; Innovative education is to cultivate and improve students' innovative spirit and ability. In fact, it is to cultivate students' curiosity and desire to explore things and cultivate students' self-confidence in successfully exploring and solving problems. Under the influence of curiosity, exploration desire and self-confidence, students actively pay attention to and solve a specific problem, and form the ability of exploration and innovation in the process of solving the problem. Implementing innovative education in primary school mathematics classroom teaching is actually to stimulate students' curiosity about mathematics knowledge, so that students can experience the joy of success in the process of active exploration, thus establishing self-confidence in successfully solving mathematical problems, and then actively exploring other mathematical problems again. In the process of exploring a series of mathematical problems, we feel the charm of mathematics, form the habit of paying attention to problems, thinking and exploring, and have the ability to analyze and solve practical problems. This is the innovative spirit and ability we have learned.

(3) Give guidance to mathematical thinking methods and cultivate students' innovative ability. There are methods to cultivate and improve students' innovative consciousness and ability, especially the combination with mathematics teaching can give full play to the advantages of the method, or the thinking method of mathematics itself can help students to form and improve their innovative consciousness and ability. Available mathematical methods, such as: first, classified thinking method, which is not unique to mathematics and its teaching content, is widely used in mathematics teaching. Mastering the classified thinking method is helpful to the formation of students' mathematical knowledge structure and logical thinking ability; Secondly, set thinking method is an important mathematical thinking method, which is helpful to the formation of students' logical thinking ability. In the process of primary school mathematics teaching, we can infiltrate collective thinking into students with more intuitive means and methods with the help of graphics and objects. Third, the statistical thinking method is a typical data processing method. For example, in primary school mathematics teaching, simple charts are used to show students that "statistics of numbers" is a problem-solving method. There is a natural internal relationship between mathematical thinking method and students' innovative ability. Combining the teaching practice of primary school mathematics, it is undoubtedly beneficial to cultivate students' innovative ability to guide students' mathematical thinking methods.

3. Create a fascinating math classroom

Improve the quality of practice and reduce the burden on students.

In the process of teaching, in the process of independent thinking and trying to experience, I usually arrange exercises in three levels, that is, through "highlighting key points, flexibly changing forms, and combining old and new", I will bring exercises into the classroom. Usually, the topic of a class should be divided into appropriate groups and exercises. There are various forms of practice, such as self-study, observation, experiment, guessing, reading and reading. On the other hand, students are confused in practice. After practice, students are eager for the teacher to explain. They want to know the correct methods and ideas to solve problems. Only in this way can they get a sense of accomplishment and solve their own confusion. At this point, the teacher's explanation should not be too comprehensive, as long as it is targeted and focused on counseling. "Talk in detail", "talk briefly" or "don't talk" should be allocated reasonably and the key points should be highlighted.

Create a charming math classroom

Use language, posture and blackboard writing to attract students' attention and master the rhythm of lectures.

In classroom teaching, the learning effect is self-evident by focusing students' attention through the speed of speech, the cadence of pronunciation, the relaxation of lecture rhythm and the humor of language. Proper use of gestures, expressions, gestures and actions to attract students' attention, give them a sense of movement and avoid staring at the blackboard for a long time is also an effective way to eliminate students' fatigue and boredom. It is worth mentioning that while trying to enliven the classroom atmosphere, we should also pay attention to maintaining classroom discipline to avoid affecting the teaching effect because of individual students' violation of discipline. Moreover, teachers should have good and stable emotions before class, enter the teaching role as soon as possible, and form a relaxed and active classroom atmosphere.

Carry out appraisal activities to enliven the classroom atmosphere

In my own class, I haven't realized how important it is to carry out evaluation activities between groups and students. Through many lectures and exchanges, I learned that holding competitions can not only help students learn cooperative learning, but also enliven the classroom atmosphere. Everyone is eager for praise. Junior high school students are competitive and willing to show themselves. They should create conditions for students to actively participate in the competition and improve their interest in learning mathematics in the competition.

4. Cultivate students to learn mathematics independently.

Classroom is the temple of knowledge.

In the traditional classroom, "teaching" mostly follows the book, and teachers just regard students as containers to receive knowledge. Because of the planning and presupposition of teaching activities, the activities of students and teachers are always bound by teaching plans, and teachers dare not go beyond them. The "ideal" process of teachers' teaching and students' learning in class is to complete the teaching plan, not to rock the boat. Under this teaching mode, students have no chance to express their views and opinions, and their autonomy has been severely persecuted. In order to make students have the ability of independent thinking, we must untie the shackles of students, establish an equal, friendly, mutual assistance and harmonious relationship between teachers and students, change the classroom teaching mode of teachers, give full play to the role of students, and let students form the learning ability of independent inquiry, questioning and discussion.

In class, the teacher stopped chattering and spent more time listening. Students are the masters and masters of the class. For example, in the teaching of "Division and Combination of 10", I first let students learn by themselves according to the preview outline. After the students' self-study, let the students do it by hand, and call the students to demonstrate in front of the booth, explaining while demonstrating. In the process of watching and listening, the students under the stage pointed out and corrected the incorrect places in his statement in time. In addition, after the student's demonstration is completed, invite several other students to comment, praise what he did well in the operation, supplement and inspire what he did incompletely, or test the knowledge points after the students finished speaking. Teachers play an auxiliary role in the whole process, returning the classroom to students, allowing students to express their opinions in the classroom and establishing a democratic and equal relationship between teachers and students. Long-term persistence has liberated students' thinking, broadened their horizons and promoted the development of their thinking ability.

Problem-based teaching stimulates learning desire

The so-called problem-based teaching is a teaching method that takes problems as the carrier and runs through the teaching process, so that students can develop their motivation and desire for autonomous learning in the process of asking and solving problems, and then gradually develop the habit of autonomous learning, constantly optimize the process and methods of autonomous learning in practice and improve their autonomous learning ability. Problem-based teaching method fully embodies students' dominant position and can effectively stimulate students' initiative and enthusiasm in autonomous learning. Carl Rogers, an American educational psychologist, believes that in order to make people devote themselves to learning, activities must make students face relevant issues that are meaningful to them personally. As far as teachers are concerned, it is necessary to find those key and * * * questions for students, guide them through questioning, promote them through questioning, and ask questions in multiple directions and at multiple levels, so that students can learn completely and deeply, instead of carefully explaining textbook knowledge from beginning to end.

Only in this way can students' emotion and reason be fully involved in their study. This can be well reflected in mathematics teaching, so in our mathematics teaching, we should constantly ask questions from the phenomena of life mathematics around us, so as to stimulate students' desire for mathematics learning and let them satisfy this desire through learning. At the same time, we should create a democratic and harmonious classroom teaching environment and strengthen the teaching of non-intellectual factors. "Emotional classroom" largely depends on the adjustment of teachers.