How to choose the classroom teaching mode of primary school mathematics

(A) to build a scientific and effective primary school mathematics classroom teaching model.

1. Constructing a general model of mathematics classroom teaching in primary schools;

The textbook "Primary Mathematics" published by Jiangsu Education Publishing House pays attention to the choice of teaching content, providing students with a lot of content and favorite activities, observing, calculating, experimenting and reasoning, helping students to learn effectively and completing the learning process of "realistic theme-mathematical problems-mathematical models-mathematical knowledge and methods-applying knowledge to solve problems". Relying on the above advantages of the textbook of Soviet education edition, through research and summary.

(1) Create a situation and ask mathematical questions:

Teachers do a good job in pre-teaching: What life experiences have students accumulated? What examples and experiences can be used as a foreshadowing in real life? What practical activities can students engage in to strengthen their mastery of what they have learned? How can we better combine mathematicization with life? Then through language description, physical demonstration, multimedia computer demonstration and other means to create a lively, interesting and intuitive situation. Make students feel the close connection between mathematics and real life, enhance their confidence in learning and applying mathematics, and then mobilize their enthusiasm and interest in learning and develop abstract thinking. In the practical application of this link, we should pay attention to making the situation serve the teaching content and teaching objectives, try to exclude other factors besides mathematics and minimize the interference to students' thinking.

(2) independently explore and establish mathematical models;

In teaching, we should make use of the rich learning materials provided by the textbook of Jiangsu Education Edition, provide students with appropriate time and space, create opportunities for students to discover and generate mathematical problems independently, and encourage students to participate in the learning process to the maximum extent. Through observation, experiment, guessing and other activities, I have experienced the mathematical process of "experience-model-symbol", established a mathematical model, and gradually formed my own understanding of mathematical knowledge and effective learning strategies. Cultivate students' problem consciousness and independent exploration spirit.

(3) Consolidate practice, practical application and expansion:

According to the characteristics of innovative design and creativity of exercises in primary school mathematics textbooks published by Jiangsu Education Press, we make full use of all kinds of interesting exercises combined with real life and practical experience to create opportunities for students to apply relevant knowledge and methods, so that students can understand the practical application value of these knowledge and methods. Guide students to know themselves, build self-confidence and develop themselves in self-evaluation and others' evaluation.

(4) Summarize and reflect, and improve the knowledge structure:

Summary is a process of summarizing and generalizing the content of this lesson, helping students to organize fragmentary and scattered knowledge into organized and systematic knowledge, and internalizing the new knowledge they have learned and merging it with the original knowledge to form a new knowledge structure. On the basis of students' group discussion and communication, the whole class will discuss and communicate, guide students to reflect and sort out their knowledge, learn to evaluate and summarize themselves, and improve their learning ability.

2. A scientific and effective teaching model has been initially formed in the fields of number and algebra, space and graphics, statistics and probability, practice and comprehensive application.

(1) Number and Algebra Teaching Mode under the Background of New Curriculum

(1) Create a situation to stimulate interest.

According to the characteristics that the textbook of Jiangsu Education Edition attaches great importance to cultivating students' sense of numbers, through language description, physical demonstration, slide show, painting reproduction, music rendering, multimedia computer demonstration, etc., it provides students with realistic scenes and organizes operation activities, so that students can fully experience and understand the meaning of numbers. Close contact with real life, pay attention to the application of numbers in life. Make students realize that there is mathematics everywhere in life, enhance their confidence in learning and applying mathematics, and then mobilize their enthusiasm and interest in learning and develop abstract thinking.

② Independent inquiry, cooperation and communication.

Sort out the questions raised by previous students, and choose the questions closely related to the teaching content and teaching objectives of this class as the research objects of this class. By organizing students to participate in various mathematical activities such as games, dialogues, operations and cooperation, we can experience the diversity of problem-solving methods, explore independently in mathematical activities, construct new knowledge and information, and promote the development of students' thinking.

③ Practice, expansion and innovation.

According to the basic knowledge, design applied, comprehensive and open situations or exercises to deepen the understanding of new knowledge in application, so as to consolidate new knowledge and form skills. At the same time, it exposes the contradictions and differences between students' understanding and application of new knowledge, so that teachers can adjust teaching in a targeted manner, reduce mistakes and improve classroom efficiency.

④ Reflection and summarization, self-construction.

On the basis of students' discussion and exchange in groups, the whole class can discuss and exchange and summarize in the discussion and exchange. It is worth noting that the summary is not the teacher, but the teacher who guides and organizes the whole class to summarize themselves.

For example, when teaching "Numbers with Letters", the teacher set a question situation: Students, we all know that the 2008 Olympic Games will be held in China. In order to welcome the 2008 Olympic Games, I imagine (using projection display) to build 2008 squares from left to right in this form. Who can tell the teacher how many matchsticks are needed for 10 second? At this time, the teacher took the opportunity to tell the students a basic idea of mathematics: start with simplicity and solve problems in simple terms!

Let the students make a matchstick first, count it, and then fill in the following table: (Show it to the students in advance)

Number of squares

1

2

three

10

100

Number of matches used

In this process, students actively began to work, and the teacher visited and found that students could quickly write the correct answers to the first four boxes, but many students didn't know how to do the last box, and the teacher didn't explain it immediately. Instead, ask the students, "Which squares in the table can be counted directly by spelling?" "I can't count the number of matches with the square of 100. What should I do? " Ask the students to discuss in groups before answering. And ask students to give reasons.

Health 1: Because the first square used 4 pieces, each additional square added 3 pieces, so the number of matchsticks needed to build 100 square is 4+3×99=30 1 (root).

Health 2: Build one first, and then you need three for each square. To build 100 squares like this, you need1+3x100 = 301(root).

……

Then it is put forward: if the number of squares is represented by X, how many matchsticks do you need to build X such squares? Through discussion and communication, students got five different answers: [4+3(X- 1)] root, (3X+ 1) root, [4X-(X- 1)] root, [x/x+(x+/kloc)] root. Ask the students to choose one of the methods to calculate how many matchsticks are needed to build 2008 squares. Tell me how it was worked out.

Finally, what is the meaning of X in 4+3(X+ 1), X+X+(X+ 1), 3X+ 1, 4X-(X- 1)?

Aside from the question of matchsticks, what can X stand for? Let the students know that X can mean "the number of squares", "integer" and "positive integer", and it can also mean "the length of a rectangle is X cm", "there are X students in the class", "the temperature is X℃" and so on. In short, letters can represent any number, length, number, etc. Students are also required to write a known formula for the perimeter or area of a figure expressed in letters and an algorithm (projection display) expressed in letters. And point out the numbers represented by the letters.

Through students' hands-on operation, independent exploration and cooperative communication, the process of summarizing general laws from special cases and expressing them in letters is completed, and students' ability of analysis and induction is cultivated, and a sense of symbols is initially formed, and the necessity of exploring general laws is recognized.

(2) The teaching mode of "solving practical problems" under the new curriculum background.

(1) scenario introduction

Design vivid and interesting situations with emotion, environment, doubt and interest, and create cognitive conflict thinking situations.

Introduce a lively life into the classroom.

2 ask questions.

Let classroom teaching begin with students' questioning, and let questioning become the natural main line of the classroom. What information do you know? Who can put this information together in their own language and ask a question? For the questions raised by students, teachers should be good at guiding and selecting effective questions, pay attention to protecting students' enthusiasm and generate effective questions.

8 try to explore

Let students consciously and actively experience and find the necessary quantitative relationship, so that students can form clear problem-solving ideas in their minds. Give students the initiative in learning, attach importance to the effective participation of students, combine operation with thinking, guide students to talk about topics and reason, teach students the methods of expression, and cultivate the habit of speaking. Promote the synchronization of students' language development and thinking development.

④ Consolidation and application

Thematic situational problem group or tabular problem group is a good practice form, which can not only train students' perception of the quantitative relationship in the problem, but also help train students' ability to analyze, extract and synthesize information.

For example, the "two-step calculation application problem" can be trained by the following "problem scenario" problem group:

According to the above information, can you solve the following problems? What other questions can you ask?

Uncle Zhang took money from 200 yuan and bought a volleyball and a pair of sports shoes. How much is left?

How much does it cost to buy three basketballs and five footballs at school?

The school bought eight sets of clothes. How much is this coat more expensive than these trousers?

You can also use the list-based problem group to practice: The unit price of food in the food cabinets of supermarkets in Le Jia is as follows.

Bread (bag)

Drink (listen)

Sugar (kg)

Slice 3 yuan

Cola 2 yuan 6 jiao

Peanut sugar 20 yuan

Coconut 3 yuan 2 jiao

Fruit juice 1 yuan 50 cents

Fruit candy 16 yuan

Jam 2 yuan 8 jiao

Coconut juice 3 yuan

Chocolate 25 yuan

Think about it: (1) What do you know from the above information?

(2) If you buy one of the three kinds of food, how much is it at most? What's the cheapest?

Fill in: Use 50 yuan money to buy the above food, and fill in the shopping plan in the table below according to your own ideas.

kind

plan

Bread (bag)

Drink (listen)

Sugar (kg)

Total (yuan)

unit price

amount

unit price

amount

unit price

amount

( 1)

(2)

(3)

(4)

Topic group training is not long, but it contains a lot of information. The application problem group not only trains students' perception of the quantitative relationship in the problem, but also trains students' ability to analyze, extract and synthesize information.

⑤ Inductive summary

Help and guide students to organize and internalize new knowledge in time and form a new knowledge structure. For example, what did you learn in this class? How to solve such a problem?

(3) "Calculation" teaching mode under the background of new curriculum.

① Review and pave the way, and stimulate the situation. Before learning new knowledge, we should train the knowledge, skills, learning methods and thinking methods closely related to new knowledge, such as preparing various forms of oral arithmetic training according to the subject content, and asking questions about the definitions and laws related to the content of this lesson. Through premise compensation and thinking orientation, help students prepare their knowledge and skills before migration.

② Skillful use of migration and independent exploration.

Fully inspire students to grasp the similarities between old and new knowledge, and lead students' thinking to the connection point of old and new knowledge. At the same time, grasp the essence of old and new knowledge to compare and distinguish. When students discover the internal relationship between old and new knowledge, guide them to make comparative analysis, grasp the essence, make differences and prevent negative transfer.

(3) Guide induction and define methods.

Guide students to experience the process of analyzing, synthesizing, abstracting, summarizing calculation methods and understanding arithmetic. Fully reflect the diversity of algorithms. Strengthen estimation and cultivate students' estimation consciousness, but we can't raise our requirements at will, let alone rely on ourselves. After all, in primary school, the development level of logical thinking and language expression ability of junior students is limited, and one person's speech is incomplete, which can be supplemented by many people. On this basis, teachers can sum up correct and diverse calculation methods.

④ Practice deepening and optimizing methods.

Around the teaching objectives, teachers carefully design various forms of exercises, so that students can try the application of calculation methods, so that teachers can guide them in time and correct the gaps. Attention should be paid to the design of exercises: the exercises should be targeted, step by step, with various forms and certain intensity.

⑤ Summarize and review, and evaluate yourself.

Guide students to systematically recall the whole class, further clarify the key points, difficulties and keys of knowledge, and ensure students to master knowledge systematically. At the same time, we should teach students the evaluation methods of "what I have learned" and "what I don't understand" and remind students of some details, such as writing format and standardization. (4) "Statistics and Probability" teaching mode under the background of new curriculum.

(4) "Statistics and Probability" teaching mode under the background of new curriculum.

1 trigger demand.

Create certain problem situations and life situations to arouse students' curiosity, promote students' needs of collecting data and statistics, and experience learning activities and other learning interests. Make full psychological and ideological preparations for the efficient study of a class.

② Operation query.

It is necessary to guide students to participate in the whole process of learning activities such as statistics and games: selecting statistical topics, collecting data, sorting out data, analyzing data, making decisions, communicating, evaluating and improving; So as to gain an understanding of mathematics in specific learning activities such as feeling and experience, gradually establish statistical concepts and application consciousness, and make progress and development in thinking ability, emotional attitude and values.

③ Application expansion

In addition to using the statistical objects provided by textbooks, students are also guided to make statistics on school classes, the number of students in each class, the weather and other real life. By observing, watching TV and newspapers, asking questions, etc., we can obtain information, supervise and check students' records, and finally summarize information, so as to cultivate students' comprehensive ability in such practical activities.

④ Summary and extension

Can summarize students' learning attitude, learning achievements and learning methods. The extension direction can be the follow-up learning content or the introduction of relevant knowledge.

For example, in the statistics teaching of P98-99, the second volume of Grade One, we first create life scenes of animal games to stimulate learning interest, and the graphics demonstrated in the courseware will appear more quickly, which makes it difficult for students to independently count the number of various graphics, thus breaking the balance of students' cognitive structure, making students naturally seek simple and quick ways to record data, which has triggered students' demand for statistics.

Then guide students to discuss how to record the number of various numbers, and show different recording methods after students record data independently, and then guide students to compare and find a simple and quick method to record data. In this way, students can explore and independently optimize statistical methods in the process of experiencing statistics, which effectively promotes and develops students' statistical concepts. Stimulated students' enthusiasm and innovative consciousness of independent exploration. In the subsequent statistical application, arrange each class to buy a fruit, and which fruits to buy? How much to buy each kind of fruit is a suitable topic for statistics and discussion. After thinking and discussion, the students have formed a * * * knowledge: first, investigate the students' favorite fruits by drawing √, and then discuss which fruits should be bought more and which fruits should be bought less if there is a class get-together. Make students realize the role of statistics in serving life.

(5) The teaching mode of "Space and Graphics" under the background of new curriculum.

① Observation and accumulation

The main tasks at this stage include (1) reviewing old knowledge, preparing for learning new knowledge, and building a sensible bridge between new knowledge and old knowledge; (2) Stimulate interest and arouse their enthusiasm for learning by observing some physical and interesting phenomena; (3) Accumulate representations, and establish representations in students' minds by observing a large number of geometric shapes, paving the way for the formation of later concepts or the discovery of laws. This is the core task at this stage.

For example, in the teaching of circle understanding, what geometric figures have you learned before? What are they surrounded by? Then the teacher used a rope with one end tied to the ball and the other end fixed in his hand to demonstrate and guide the students to observe and think: What kind of figure did the ball form when it was in air movement? Is this also a figure surrounded by line segments? Starting from recalling the plane figure surrounded by line segments, the students obtained the intuitive image of the curve closed into a circle by observing the teacher's demonstration of turning the ball into an animated circle. This is to understand the circle from the formation process of the circle, rather than simply presenting the circular object statically. This treatment can not only attract students' attention, but also help students find the difference between the circle and the plane figure they have learned before, and it is also conducive to a more comprehensive and in-depth understanding of the circle below.

② Surgical findings

Teachers choose different operating materials (models, objects or teaching AIDS, etc.). According to different teaching contents, students can find the characteristics of geometric shapes through the cooperation of their eyes, ears, fingers and other senses in the process of cutting, spelling, folding, measuring, folding, drawing and moving, and push the preliminary perceptual knowledge obtained by observation deeper. The main task of this stage is to discover the law through operation, learn to cooperate in the process of discovery and experience the fun of learning.

For example, in the derivation of trapezoid area formula, we can use the idea of transformation to guide students to group activities in the operation discovery stage, concentrate everyone's wisdom to transform the trapezoid, cut it into well-known geometric figures, then find its area, and then deduce the calculation formula of trapezoid area. In the specific operation process, the students found several successful and feasible methods: (1) using two identical trapezoids to form a parallelogram; (2) cutting the trapezoid into parallelogram and triangle; (3) Cut the trapezoid into two triangles (the height of the two triangles is the height of the trapezoid); (4) Cut the trapezoid into a rectangle and two triangles (if it is a right-angled trapezoid, it is a triangle) ... In this teaching process, students discover and summarize the formula for calculating the trapezoid area through cutting and spelling. Compared with direct teaching by teachers, this method allows students to experience the process of knowledge discovery, which not only deepens their understanding of the formula, but also enhances their confidence in independent exploration.

③ Practice and use.

Mainly solve some practical problems with newly learned knowledge and discovered laws. In the process of solving problems, students can master what they have learned, form mathematical skills and cultivate and develop good thinking quality.

A. developing skills. Intellectual skills mainly refers to quadrature calculation, including the calculation of the perimeter and area of a plane figure and the calculation of the surface area and volume of a three-dimensional figure. In the process of calculation, it involves a series of factors such as the understanding and application of concepts and formulas, the formation of spatial concepts, oral calculation, written calculation and problem solving. Operational skills mainly refer to drawing, such as drawing some geometric figures with tools (rulers, triangles, compasses), or measuring the angle, length and weight of objects with tools.

B. Develop thinking. In the teaching of space and graphics, we should pay attention to cultivating students' thinking in images. In practice, to strengthen the training of expressive thinking, students should not only make the final answer, but also tell their own problem-solving ideas and analysis process. Through practice, strengthen the cultivation of students' thinking quality, such as agility, conciseness, criticism and profundity.

④ Evaluation and encouragement

Evaluation and encouragement is not an independent stage, it runs through the above three stages. Evaluation should not only pay attention to students' academic achievements, but also discover and develop students' various potentials to help students know themselves, affirm themselves and accept themselves.

(6) "Practice and Comprehensive Application" teaching mode under the background of new curriculum.

① Preparation before class.

First of all, we must determine the theme of exploration. Think about what students care about and are interested in, and then guide them to find the topic to explore. At the same time, we should do a good job in pre-class investigation or pre-class production, and arrange for students to do pre-class investigation or pre-class production. According to the characteristics of teaching materials, the lower grades focus on students' learning, life, games and other activities, so that students can ask questions and solve problems from activities. Middle school students pay attention to practical operation and let students study new problems in practical activities.

② Classroom inquiry

By guiding students to sort out and summarize many problems raised, make activity plans, participate in practice, experience independently, solve problems in cooperation, express and communicate, so as to obtain general methods and strategies for understanding society and solving problems.

③ After-class expansion

Instruct students to verify after class, observe the application, write math diary, and help parents solve practical problems.

Taking the first lesson of Tangram as an example, we collected data and made a network courseware "Colorful Dreams". Guide students to understand the origin of jigsaw puzzle and learn how to make jigsaw puzzle by combining physical learning tools. By guessing what it looks like, copying without distortion, deft hand challenge, creative challenge and other activities, multi-angle and multi-level exploration of spelling effectively improves the quantity and quality of information, and successfully provides the possibility for students to construct independently.

(B) stimulate interest in learning, change the way of learning, improve the overall quality of students.

The above-mentioned teaching mode not only pays attention to the implementation of courses in teachers' classroom (teaching level), but also pays attention to the development of mathematics in students' mathematics learning process (learning level), based on promoting students' all-round, harmonious and sustainable development. Therefore, the popularization and application of the above model makes teachers teach easily and effectively, and students learn happily and actively. It has changed the traditional way of learning and improved the comprehensive quality of students.

1. Students can find their own problems and explore their own solutions in the learning situation provided by teachers, learn to communicate with classmates in the process of solving problems, evaluate and reflect on their own and others' activities and results, choose the best ways and methods to solve problems, and then realize the self-construction of knowledge.

2. Changes in students' learning process and learning style. It shows that many students' learning styles, such as reading, homework, collecting information and cooperating with others, have undergone or are undergoing positive changes, and their study habits are better. Students have gradually formed their own methods in reading, calculation, discussion, calculus, thinking, demonstration and evaluation, and their learning abilities of observation, thinking, calculation, writing, induction and application have been significantly enhanced. Many students have developed a good learning style of preview and self-study.

3. Because teachers have changed the traditional evaluation methods and paid attention to providing students with opportunities for self-evaluation, students' awareness of self-evaluation has been greatly enhanced. In addition, students learn to evaluate others objectively, find their own advantages, make up for their own shortcomings, and learn to accept their classmates' opinions correctly in cooperation and communication.

(3) Innovating the way of teachers' professional development and promoting the improvement of teachers' professional quality.

1. Regular construction, focusing on the integrity of teacher development.

In the routine construction, teachers are encouraged to use teaching materials creatively, develop students' life scene resources appropriately, improve students' learning methods under the guidance of the new curriculum concept, and advocate diversified learning methods such as hands-on practice, independent exploration, cooperation and exchange, so as to make mathematics learning activities a lively, proactive and personalized process. And give full play to the strength of the teaching and research group and carry out normal teaching and research activities within the group. In the activity, we pay attention to the rational use of the above-mentioned classroom teaching mode by teachers in practice, and pay attention to the relationship between pre-class presupposition and classroom generation. According to the characteristics of each teaching and research group, we also tap the research and development strength of the teaching and research group, and carry out targeted classroom teaching mode application training to help teachers correctly understand and flexibly use relevant teaching modes. Promote teachers to shift the focus of teaching work to the direction of promoting students' comprehensive, harmonious and sustainable development. Make teachers not only pay attention to the presupposition of teaching content and process, but also pay attention to the dynamic generation of students in the learning process.

2. Follow-up service, pay attention to the development of teachers.

The target of tracking service is young teachers with plasticity. We adopt the method of "targeted training" for these teachers. A support group was set up for poor young teachers. Together with his master, the leader gave him a "follow-up" menu specifically for classroom teaching: listen to one class every week, evaluate one class each other, and give a lecture on the application of classroom teaching mode every semester.

3. Pairing activities, focusing on teachers' mutual assistance.

Through the form of "mentor", teachers are required to train from three aspects: basic skills, classroom teaching and educational research. Comprehensive evaluation of new teachers at the end of the school year. Old teachers have rich teaching experience, rich practical experience, strong ability to control teaching materials, better understanding and application of the above teaching mode, and pairing training makes new teachers get started faster. At the same time, young teachers are fresh-minded and energetic, not bound by traditional teaching concepts, and dare to say and do. To a certain extent, this has also promoted the reflection of old teachers on their teaching behavior.

4. Special research, paying attention to teachers' needs.

Thematic research is a teacher training in the form of special topics. Our approach is: clear theme, backbone first, extensive interaction, expert comments, and strive to achieve a goal. By attending lectures, observing lessons and analyzing individual cases, teachers' educational concept can be changed, which provides ideological preparation for implementing the new curriculum and popularizing the above-mentioned teaching mode. At the same time, invite experts to our school to give special lectures; Talk with teachers about their own ideas and opinions around the same topic, and carry out salon forum activities to stimulate teachers' potential and wisdom. And take classroom teaching as one of the breakthrough points to carry out special training.

The research of this topic has promoted the group optimization of mathematics teachers' literacy and the development of teachers' specialization in our school. In the past three years, mathematics teachers in our school have taught more than 20 public classes at city and county levels, and many people have participated in provincial and municipal teaching competitions. A group of young teachers thrive in classroom teaching. With the advancement of subject research, it has become teachers' conscious behavior to reflect while practicing and summarize and write scientific research papers while practicing. In the past three years, teachers have written nearly a thousand cases and reflections, and teachers' papers have frequently appeared in newspapers and periodicals. Jiangsu Educational Technology, Primary School Teaching Reference and other magazines have published more than 30 articles by mathematics teachers in our school, and won the first and second prizes at or above the provincial level 160 in the evaluation of excellent papers at all levels. So far, our school has formed a team of high-quality mathematics teachers, including 3 Yancheng-level teaching experts, 4 Dafeng-level academic leaders and 6 Dafeng-level teaching experts.

X. Some thoughts on research.

Under the guidance of the topic "Exploration and research on the teaching mode of primary school mathematics classroom under the background of new curriculum", the face of mathematics classroom teaching in our school has changed greatly. However, while rejoicing, we are also soberly aware of many shortcomings that need to be improved and many problems that need to be studied and solved urgently:

1. Lack of theoretical literacy, weak research strength and insufficient communication with the outside world directly affect the further in-depth study of the subject.

2. The breakthrough of "point" is not enough. The strength, level and level of research among sub-topics are unbalanced, and a few sub-topics tend to go through the motions.

3. It is not enough to make a systematic, scientific and effective evaluation and research on the application of the above-mentioned teaching mode.

4. Teachers' initiative and creativity in teaching need to be improved. The teaching mode itself only provides a teaching activity framework for teachers' teaching, prompting a train of thought, not a model of teachers' mechanical imitation or simulation. In the process of selection and application, teachers need to give full play to their creativity and be good at making bold reforms according to different teaching tasks, students in different classes and their own teaching expertise. The arrangement and combination of various teaching variables, teaching procedures and specific operation methods that constitute the teaching model are not fixed, which leave a broad space for us to further optimize the teaching model and create a simple and effective mathematics classroom.