On how to give full play to the leading role of primary school backbone teachers in the construction of new classrooms

Classroom teaching is the basic form of mathematics teaching and the main position of learning mathematics. Teachers are the commanders of these places, and it is very important for teachers to guide students to learn and acquire knowledge effectively. I talk about this experience through years of teaching practice. First, stimulate students' interest in learning mathematics. Classroom teaching is a bilateral activity between teachers and students. The effect of students' activities is influenced by their interest in the subject. Bruner, an American psychologist, said: "The best stimulus to learning is interest in the materials you have learned." Some mathematics knowledge is abstract and boring, and students don't like learning. This requires teachers to flexibly choose teaching methods according to the needs of teaching content, stimulate students' interest and desire in learning, mobilize students' enthusiasm and initiative in learning, guide students to experience the learning process, and let students discover and create in the process of mastering knowledge. Teachers try their best to ask novel questions with a certain gradient to stimulate their curiosity, eager to find out the mystery, actively think in the process of learning and exploration, and feel the joy of success. For example, when I teach "the area of a circle", I first ask students how to divide the circular pieces of paper in their hands into 16 pieces. At this time, some students folded the paper into four equal parts, and some students used the knowledge of fillet ruler they had learned before to divide it equally with a protractor, and then asked them to cut it open with scissors. The teacher then asked, "Who can spell 16 round pieces of paper into an approximate rectangle?" This problem has aroused students' sense of competition, and many students are eager to try. At this time, the teacher gave a tour of instruction, so that every student could spell well as required. Then the teacher inspired the students to think: "What is the relationship between the length and width of this rectangle and the circumference and radius of the original circular paper?" How to calculate their area? "At this time, students have the feeling of' one wave after another', and they will actively think and explore in their minds. At this time, through group discussion and teachers' appropriate guidance, students can sum up the formula for calculating the circular area themselves, and students will have a sense of success. In this way, teachers can teach easily, and students not only have a firm grasp of knowledge in pleasant activities, but also exercise their thinking quality, develop their intelligence and cultivate their practical ability. Second, create thinking space for students. Before learning new knowledge, primary school students are often at a loss because of their young age and limited understanding ability. This requires teachers to guide students' thinking purposefully and create certain thinking space for students. On the key point of imparting knowledge, teachers should guide students to discuss according to the key design ideas, so that students can reason clearly, master the methods and grasp the key points. For example, when teaching the subtraction and calculation of different denominator fractions, the textbook shows the subtraction law of different denominator fractions, which is the focus of teaching. You can design the following gradient thinking questions: 1, are the denominators of the two fractions in the formula the same? 2. The denominator of the sum is different. How can we convert them into fractions with the same denominator? 3. Take a business trip after passing the exam, and try to summarize the law of fractional subtraction with different denominators? By thinking about these problems, students have sorted out the thinking of solving problems and mastered the law of fractional subtraction with different denominators. In the teaching difficulties of knowledge, because this kind of knowledge is rich in content and comprehensive, students lack perceptual experience, which requires teachers to follow children's cognitive laws, carefully design structured perceptual materials, guide students to operate perception, establish representations and abstract generalizations, so as to achieve the goal of breaking through the difficulties. For example, when teaching the meaning of multiplication, students are more abstract about the concept of multiplication. Teachers can list the same addend so that students can calculate, think and form representations, thus abstractly summarizing the meaning of multiplication. On the key point of imparting knowledge, teachers should follow the cognitive law of students from the known to the unknown, focus on the main connection between the old and new knowledge, create a meeting point between the old and new knowledge, and induce students to make full use of the old knowledge to learn new knowledge. For example, teachers can organize students to think when teaching division with divisor as decimal. What if the divisor has a decimal point? Let the students discuss and master the calculation method. Third, train students to master scientific thinking methods. Psychological research shows that comparison, analysis, synthesis, abstraction, generalization, judgment and reasoning are the most basic thinking methods in students' thinking process. Teachers should focus on cultivating students to master these methods and cultivate students' good thinking quality, that is, comprehensiveness, logicality, flexibility and agility of thinking, so as to master the internal relationship of knowledge and solve knowledge-related problems through correct thinking methods. Therefore, in mathematics teaching, teachers should carefully design problem situations, let students actively participate in hands-on, brains and other personal experiences, guide students to think actively, master some thinking methods, form good thinking quality, and thus achieve certain thinking ability. For example, in teaching, the number can be divisible by 5, and the teacher first shows: 1. Find a multiple of 5; 2. Observe the characteristics of these numbers; 3. Tell me what kind of number is divisible by 5. Through the analysis of these three questions, students can easily conclude the law that numbers with mantissa of 0 and 5 can be divisible by 5. The final teaching effect is satisfactory. In this process, students' thinking is active and their ability is cultivated. Fourth, strengthen the guidance of learning methods, cultivate students' desire to learn and learn to learn in the meeting. There is an old saying: "It is better to teach people to fish than to teach them to fish. "Cultivating students' mathematical literacy in the new era requires them not only to learn and learn knowledge, but more importantly, to cultivate their learning ability. In order to achieve twice the result with half the effort. In primary school mathematics textbooks, almost every mathematical knowledge point has examples for training or deduction, so teachers should give full play to this advantage in classroom teaching and guide students to master the method of self-learning examples. For example, many examples in the textbook are not in place in one step, but show the problem-solving process step by step. There are many spaces for students to fill in and let them complete according to the problem-solving ideas; Some examples have the content of "think about it", requiring students to think with their brains; Some rules and concepts are expressed in red, which is the key content of this lesson and needs students to understand and use; The schematic diagrams and operating procedures in some examples are the starting points of difficulties, and students should analyze and summarize them in the order of diagrams, so as to master the thinking process of mathematics learning. For example: "Calculation of surface area of cylinder", the teacher instructs students to deduce the surface area of cylinder according to the area formulas of rectangle and circle, and this formula can be consolidated for a long time through the deduction of students' personal experience. This is also the arrangement of mathematics textbooks, and the knowledge before and after is closely linked, so that every new knowledge point is learned with old knowledge. Only through the analysis of mathematical problem-solving ideas, can students calculate and deduce examples themselves, can they cultivate their ability to learn from thinking and learning. 5. Mastering learning methods and cultivating good study habits. Learning methods are the basic methods of learning guidance, and they are also the routine work for teachers to teach and educate people. Teachers should cultivate and master basic learning methods according to the arrangement of teaching materials, such as how to preview, how to attend classes, how to take notes, how to do homework and how to consolidate new lessons. Teachers should guide each link in learning methods, such as how to judge the base and corresponding height of a triangle when previewing "area calculation of a triangle". If we break through this difficulty, we can achieve the expected preview effect. At the same time, in the guidance of learning methods, teachers should teach students to make learning plans and phased learning goals to avoid mechanical learning and realize meaningful learning. Many primary school students pay more attention to mechanical and blunt memory learning methods in their studies. In this way, on the one hand, their mastery of knowledge and efficiency are low, on the other hand, their ability to use what they have learned to solve practical problems will be seriously affected. The modern educational theory under the new curriculum standard requires that learning should have practical significance, emphasizing the role of understanding in knowledge preservation and application, that is, we study not for rote memorization, but for application, not for mastering a single knowledge point, but for realizing coherent understanding among knowledge points. All these require us to change our traditional "accepting" learning style to "internalizing" learning style, from passive learning to active learning, and give full play to students' enthusiasm, initiative, participation and creativity in learning. In short, teachers should persist in taking students as the main body in classroom teaching, give full play to students' subjective initiative, guide students' learning methods, induce students to actively participate in the whole process of learning, let students reveal the mysteries of knowledge and improve classroom efficiency.