How to Improve the Effectiveness of Mathematics Inquiry Activities Lesson Evaluation Language

Looking back on the course of the new curriculum reform over the past few years, I have *shared* joy and happiness with the children in classroom life. But I also had moments of confusion and insecurity. As the curriculum reform continues to deepen, I have a deeper understanding of mathematics courses. I believe that mathematics courses should promote the "comprehensive, sustained and harmonious" development of students and allow students to learn mathematics happily and easily. I will talk about some superficial views on how to improve the effectiveness of primary school mathematics classroom teaching.

Issues to pay attention to in improving the effectiveness of decimal mathematics classroom teaching

The first issue of concern: classroom quality

Quality and efficiency are the key to building a primary school mathematics classroom The lifeline of teaching, an effective classroom, must be a high-quality teaching and learning process. Otherwise, no matter how wonderful your classroom teaching design is and how lively your classroom teaching is, the final result will not be able to achieve classroom quality, which is equal to the failure of classroom teaching. . How can we improve classroom quality? I believe that teachers must first teach effectively. To teach effectively, we must set practical teaching goals. To achieve teaching goals, we should ① create effective learning situations. ②Integrate multiple teaching methods and carefully organize learning activities. ③Effectively capture, utilize and organize teaching resources. ④Multiple levels of feedback, effective regulation, and appropriate evaluation. Secondly, students learn effectively. How to determine whether students have learned effectively? It should be formulated from the following aspects: ① Whether students have a solid and effective grasp of the basic knowledge learned in this class, and whether students’ learning skills have been improved. ② Whether students have experienced the process of "mathematicalization" during the study of this lesson, that is to say, they have experienced the process of mathematical discovery, abstraction, generalization, reasoning, modeling, and application, and acquired mathematical ideas and methods in this process With strategy? ③Whether students experience the joy of learning in this class, whether they have the desire to explore knowledge, and whether they demonstrate confidence and success. ④Whether students have achieved all-round development.

The second issue of concern: classroom efficiency

Classroom efficiency means that teachers complete teaching tasks efficiently per unit time. A class is only 40 minutes long. By the end of the class, you haven’t even completed the basic teaching tasks. Can you talk about classroom efficiency?

The third issue of concern: Effective teachers

To improve the effectiveness of classroom teaching, effective teachers are the key, otherwise everything is empty talk. So what should an effective teacher look like? We think it should be: ① Deeply understand the teaching materials, position the basic knowledge that students should master in this class, imagine how to form a knowledge network in students' minds, give students mathematical ideas and methods, penetrate the history and culture of the subject, and improve their mathematical literacy. ② Understand students comprehensively, respect students’ differences, and teach students in accordance with their aptitude. ③Effectively organize teaching materials, optimize learning resources, and provide students with valuable and dynamic mathematics education. ④ Be enthusiastic, passionate, expectant, know love, sincerity, friendliness, tolerance, fairness, know how to respect students and how to gain their respect, and give students understanding and trust. ⑤ Have educational wisdom and teaching tact.

Approaches, methods and strategies to improve the effectiveness of primary school mathematics classroom teaching

1. Let students face the reality of mathematics - accurately grasp the teaching objectives

Coach It is necessary to design teaching based on students' existing knowledge base, life experience, cognitive rules and psychological characteristics, find the starting point of teaching, highlight the key points of mathematics, break through the difficulties of mathematics, capture the growth points of teaching, and make the teaching goals meet the goals of teaching. actual.

Why are students speechless and uninterested in facing the teacher’s carefully designed questions? Sometimes students turn a blind eye to "wonderful pictures" and have no interest? The fundamental reason is that teachers’ teaching goal design is divorced from students’ mathematical reality. After thinking about it, the countermeasures we should take are:

① Understand the students’ existing knowledge base and life experience, and determine the teaching goals that are realistic for the students. As a coach, you should do pre-class research.

②The design of mathematics learning activities must be based on students' cognitive development level and existing experience. As a coach, you should grasp the entry point.

③The actual teaching should focus on allowing students to experience the process of abstracting practical problems into mathematical models and explaining and applying them. As coaches, we should let students experience the process firsthand.

2. Create a good mathematics learning situation - stimulate students' need for learning

Creating a good learning situation based on the cognitive rules, psychological characteristics and teaching content of primary school students will help Stimulate students' interest in learning and create a need to explore new knowledge. Therefore, this learning situation should be realistic, meaningful, valuable, and challenging. Here is a case study.

(1) Calculate the perimeter of the following two figures (one is a rectangle and the other is a square), and explain what tools and methods are used.

Students quickly figured out: use a ruler to first measure the length and width of the rectangle, the length of the sides of the square, and then calculate the perimeter according to the formula. At this time, the teacher affirmed and said: "Please take out the circular pieces of paper that you have prepared and think about how to calculate its circumference?" Some students frowned and thought, and some took rulers. After making gestures, everyone finally shook their heads. In the face of this new problem that suddenly appeared, they were not content with being helpless and wanted to find a good way to solve the teacher's problem, so the first cognitive conflict appeared and the first climax of thinking activity occurred. Some students said they could roll it on the ruler. Everyone agreed with them and each measured the circumference of their own circle, and the problem was solved.

(2) Just when the students were proud of coming up with a good way to measure the circumference of the round piece of paper, the teacher asked a second question: "Who can calculate the circumference of the circular flower bed on campus? ?” The old method was once again helpless in the face of the new contradiction, and a second cognitive conflict was triggered. Finally, the students came up with the idea of ??wrapping a line around the circumference of the flower bed and measuring the length of the line, which is the perimeter of the garden. The teacher said: "Everyone is very smart and can use different methods to calculate the circumference of a circle, but who can calculate the circumference of this circle?" The teacher said while using a compass to draw a circle on the blackboard. The students look at the circle drawn on the blackboard and wonder whether they can roll or circle. What should they do? As a result, a third cognitive conflict occurred in the classroom, which aroused a strong desire for knowledge. Then the teacher drew several circles of different sizes and asked the students: What changed when drawing the circles, and the circumference also changed? What does circumference have to do with it? Through practice, we quickly discovered that the circumference of a circle ÷ diameter = π, and then successfully derived the formula for calculating the circumference of a circle. The students tasted the joy of success.

(3) After the students got the formula for calculating the circumference of a circle, the teacher made the students understand that as long as they know the diameter of a circle, they can calculate the circumference of the circle. Then the teacher did not stop there, but created a fourth cognitive conflict for the students to further deepen and consolidate the teaching objectives of this lesson. She said: "Students know that there is an ancient tree in front of the teaching building in our school, but I want to know the diameter of the trunk of this ancient tree." Immediately, a student said: "Saw off the tree and use a ruler to measure it." You know it." Another student immediately stood up and retorted. Teacher: "Yes, what should we do?"

Finally, we came to the conclusion: Use a thread to measure the circumference of the trunk first, and then use the circumference ÷ π to find the diameter.

The students were full of energy and active in thinking throughout the class. In the teaching process, according to the characteristics of the contradictions and conflicts in the learning process, teachers appropriately display such contradictions and conflicts in front of students, generate problem situations one by one, and inspire students to create good learning situations. Such learning situations It will help stimulate students' interest in learning and create a need to explore new knowledge. Therefore, this learning situation is realistic, meaningful, valuable, and challenging.

3. Choose appropriate teaching methods - focus on students' personal experience of the process of mathematization

The effectiveness of primary school mathematics classroom teaching must give students the opportunity to truly experience "mathematization". Therefore, a variety of teaching and learning methods should be used to enable students to learn mathematics through independent thinking, inquiry learning, and cooperative communication, and use mathematical ideas and methods to creatively solve problems. And try a variety of experiences while experiencing the mathematical process.

① Find ways to make students need inquiry and cooperative learning.

②Create an interpersonal atmosphere of inquiry and cooperative learning, encourage independent thinking, communication, questioning, and collaborative discussion, and stimulate enthusiasm for inquiry and cooperative learning.

③Create a good situation for inquiry learning, have clear inquiry goals, and have challenging and valuable inquiry cooperative learning problems.

④ Based on the grouping principle of "heterogeneity within the group and homogeneity among the groups", implement dynamic group arrangement to break the long-term formation of the group - some people play a controlling role, and some people are in a The subordinate status gives each student the opportunity to establish an image and provides everyone with the opportunity to develop, progress, and change themselves. Here is a case study on how to properly apply countermeasures in teaching:

The content is about finding the “average number” in teaching primary school mathematics. First, let students experience the process: why we need to learn averages. In this way, you can design a situation: let a group of three people shoot the ball to compare their scores. In this case, just use the total number. But if there are four people in a certain group shooting the ball, the students will immediately say "You can't use the total number anymore, it's not fair" - this is the growth point. The "cut-in" is not the direct "cut-in" like in the past, "Today we are going to learn averages. The average can better express the average level of a group of numbers." It should be based on the realistic background of life and find the right cut-in. Click, and then let students enter the process. For example, a student told me after a shooting game: "Teacher, I really shot 12, but now I have 8." I immediately asked him: "What about the 4 you missed?" The student looked at it Look at the classmate next to you: "I gave it to him." The more gave to the less, the less added the more, and then it gradually became even - is this a mathematical process? Have you found an entry point and growth point in life? This lesson identifies the starting point of teaching, highlights the key points of teaching, breaks through the difficulties of teaching, and also captures the growth points of teaching. This enables students to easily understand averages and the essential meaning and connotation of mathematical concepts.

To sum up, in order to improve the effectiveness of primary school mathematics classroom teaching, we should: determine the starting point of teaching, highlight the key points of teaching, break through the difficulties of teaching, and capture the generating points of the classroom. . The teaching style is more simple, the dual-base training is more solid, the teaching capacity is more substantial, the students' thinking is more active, and the teaching methods are more flexible.

How to improve the effectiveness of primary school mathematics classroom teaching requires us to continue to explore in future teaching practice.