How to improve the effectiveness of mathematics normal teaching in primary schools

In recent years, with the deepening of the new curriculum reform, teachers' teaching ideas, teaching methods and teaching means have changed greatly compared with the past. Especially in all kinds of open classes, observation classes and demonstration classes, the change of teachers' teaching concepts, the innovation of teaching methods and the extensive use of advanced multimedia teaching equipment all show the great achievements brought by curriculum reform. However, while we are happy, we also feel that there are many problems in these flashy teaching phenomena, mainly because teachers have spent a lot of effort and energy on preparing lessons, but in reality we can't prepare lessons like this in every class. This requires teachers how to teach normal daily classes well in a short time, improve classroom teaching efficiency under limited teaching conditions, and naturally integrate the concept of new curriculum reform into normal teaching. I think this is the most realistic and basic goal of the new curriculum reform. At present, some suggestions are put forward on how to improve the effectiveness of mathematics teaching in normal universities under the new curriculum reform:

First, normal classes require enrichment and efficiency.

A class is only good if it is very substantial. Therefore, in teaching, in order to pursue practical results, it is necessary to formulate clear, specific and comprehensive teaching objectives that are in line with students' learning reality, create more situations that are familiar with students' lives, guide students to perceive the connection between mathematics and life in situations, and cultivate students' sense of cooperation and competition; Stimulate students' curiosity and thirst for knowledge in vivid and intuitive activities, cultivate students' study habits of careful observation and activate their thinking ability. Only by organizing teaching on the basis of students' existing knowledge and life experience can students' enthusiasm for independent thinking be fully mobilized and student-centered re-creation learning activities be effective.

First of all, in order to accurately grasp the teaching objectives and break through the difficulties, teachers are required to improve the ability of preparing lessons for "normal courses". According to the characteristics of teaching materials and the established teaching objectives, we should choose the means and methods that are beneficial to the educational function to guide students' learning, so as to better play the role of teaching materials in teaching. In particular, the introduction of scenarios can make classroom teaching more effective. For example, the teaching objectives of the seventh book "Arithmetic Rules" of primary school mathematics published by Jiangsu Education Publishing House are as follows: ① Creating situations and giving students a learning space for independent exploration and cooperation. ② Make students understand and master the commutative law and associative law of addition in the process of exploring the law of addition, and initially perceive the value of the law of addition. (3) Let students develop their sense of symbols and cultivate their inductive reasoning ability in the process of learning to express the discovered operational rules with symbols and letters. ④ Make students gain successful experience in mathematics activities, further enhance their interest and confidence in mathematics learning, and initially form the consciousness and habit of exploring problems. Emphasis and difficulty in teaching: Understand and master additive commutative law and associative law, and express these two algorithms with letters. By exploring the process of addition, association and exchange, we can find and summarize the operation rules.

Secondly, for everyone, everyone can get the necessary mathematics. "Mathematics Curriculum Standard" points out: "Take the development of students as the primary goal, and emphasize the development of students' sense of number, spatial concept, statistical concept, application consciousness and reasoning ability in mathematics activities; Cultivate students' ability to acquire knowledge and lifelong students' ability; Ability to collect and process information; Ability to think independently, analyze and ask questions and innovate; Ability to solve problems and practice; Ability to cooperate with others. "In view of the above objectives, we must do the following:

1, the classroom is open

Classroom opening should be carried out before class to initially perceive new knowledge; Open classroom to promote students' development; Open after class, deepen understanding and expand. For example, in the teaching of the first book "Understanding Objects" of the Soviet Education Edition, students are required to collect objects such as cuboids, cubes, cylinders and spheres in life before class; In class, let students contact, guess, observe, talk and cut in the group. Let the students go home after class and find out what the things at home are. This design not only embodies the concept of big classroom, but also completely opens the classroom, providing a broad space for students to participate in exploration and discussion independently and efficiently.

2. Teaching democracy

Educator Tao Xingzhi once said: "Only democracy can liberate the highest peak of creativity of most people." Therefore, in classroom teaching, we should first give students the initiative to learn, create as many equal opportunities for students to express and express themselves, and let students think actively and fully and be a thoughtful person. Secondly, let students learn to listen, learn to think in listening and learn to respect others.

Second, normal classes require truthfulness and reflect the true nature of teachers.

Mathematics comes from life, and there is mathematics everywhere in life. Create a situation close to students' familiarity in teaching, so that students can experience the value of mathematics in participating in learning, further feel the connection between mathematics and life, and establish confidence in learning mathematics well. However, mathematics teaching in reality is divorced from students' real life, and many complicated problems are unilaterally added to solve problems, which increases students' learning burden, so that the role of the host is usurped, the theme of mathematics is diluted, which runs counter to the new teaching concept. Therefore, normal classroom requires teachers to be real, not for show, to reflect the true nature of teachers, to change the teaching mode of teachers' "guidance" and students' "performance" in previous classroom teaching, to truly promote students' all-round development, to understand their living environment and society from a mathematical perspective, and to learn to think with mathematics.

Third, the normal class requires new requirements and stimulates the desire to learn.

The new curriculum standard points out that "teachers are not the executors of textbooks, but the makers of teaching plans", "teachers teach with textbooks, not textbooks" and "teaching that fails to meet the objectives stipulated in the curriculum standard is not good teaching". Therefore, we teachers should change the traditional classroom teaching mode, that is, teachers talk more, students talk less, teachers do more and students do less; Teachers give more guidance and students think less; Teachers summarize more and students reflect less; The phenomenon that teachers evaluate more and students evaluate less. The reason for these phenomena is that teachers have not mastered or implemented enough new ideas. The current normal class requires our teachers to renew their ideas;

1. Pay attention to students' understanding of the formation process of mathematical knowledge.

Mathematics learning requires students to describe some phenomena with numbers and figures and feel the close connection between mathematics and daily life. Experience the process of learning mathematics such as observation, operation and induction, and feel the rationality of mathematical thinking process. In various teaching activities, help students further experience the process of knowledge formation, understand and experience mathematics in the process, learn to solve mathematical problems in life with mathematical thinking, and constantly improve students' ability to solve mathematical problems.

2. Pay attention to students' learning evaluation.

"New Curriculum Standard" points out: "The main purpose of evaluation is to fully understand students' mathematics learning process, motivate students' learning and improve teachers' teaching". Implementing timely, moderate and diverse evaluation in classroom teaching can not only stimulate students' enthusiasm for learning, but also promote their all-round development. At the same time, teachers can adjust the teaching process in time by evaluating a large amount of information provided. Therefore, in classroom teaching, teachers should adopt incentive evaluation methods suitable for students to motivate students to learn and cultivate their creative thinking.

In short, as a math teacher, we must make great efforts in the teaching of normal classes, prepare lessons before class, train solidly in class and reflect after class. Think from the normal state, be diligent in learning, be good at reflection, truly pursue and practice the effective teaching of normal mathematics courses, and truly realize the true nature of mathematics teaching: simply teach mathematics, divide books into students, and seek development on the ground.