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1、1On the Teaching of Primary School Teaching contextBasis , the idea of teaching effectiveness mainly includes four aspects. One is through the creation of learning environment, rich experience and the experience of students. The creation of a good mathematics learning situations, has become a mathem
2、atics teacher The most commonly used in the classroom teaching in the form, and had obtained some theoretical understanding and practical experience. First, the creation of problem situations to be put in place specific and clear The problem is the starting point of all scientific research, the prob
3、lem is generating new ideas, new methods, new knowledge of the fundamental; the question is the initiative of students knowledge, a vivid manifestation of conscious learning. In the classroom teaching, the situation should be conducive to the creation of knowledge for students skills, mathematical t
4、hinking, problem solving, and emotional attitude and values, and many of the harmonious development; this, in the teaching objectives to be closely linked to the creation of three-2dimensional teaching situation, a clear guide students from the specific context presented mathematical thinking math p
5、roblems and other methods, namely, Be specific, clear and in place. an error correction problem in specific situations, let students explore the knowledge learned in the calculation methods and principles summarized in a short time gained the greatest benefit. Second, the creation of life situations
6、, to stimulate new knowledge generated Aosu. Bai once said: impact of the most important factor in learning is what students already know and then make the appropriate teaching arrangements accordingly. Effective teaching is that teachers should be concerned about the students to understand in time
7、the original ecosystem, to find quasi-cognitive starting point, creating and living environment, and because the relevant background knowledge for students interested in learning situations; is not only concerned about real life, as close to the student life, but also full of encouragement and chall
8、enge the old knowledge effectively stimulate students generate new knowledge. From the viewpoint of the students are familiar with life, with 3the “date” or other meaningful “number” to provide students with a “common multiple” of the specific model, so that students in the course of solving practic
9、al problems, feel common multiple and least common multiple and form the link between the two concepts. Such situations create both effectively stimulate the students interest in learning, to provide students with a challenging problem for students in interesting and realistic situations into the kn
10、owledge of the inquiry process. Third, the creation of event scenarios, reflecting the value of mathematics Mathematics Curriculum Standards said: “Mathematics teaching is the teaching of mathematics activities is between teachers and students, between life and life interaction and common developmen
11、t,” and “teachers to the students with ample opportunities to engage in math activities, helping them self explore the process of exchange and cooperation, to really understand and master the mathematics knowledge and skills, ideas and methods, and to learn valuable math. “activities actually teachi
12、ng mathematics teaching, mathematics activities for teachers to carefully designed context so that students in 4lively and interesting activities to learn math, mathematics experience and deepen the understanding and mastery of mathematics for students to experience math activities in the process, t
13、o obtain self-exploration success, to enable students to effectively develop the mathematical literacy, reflecting the value of mathematics. For example, a a teacher teaching “is more than the number of division,” this lesson, students in the midst of teaching situation continue to generate new prob
14、lems, solve new problems. Links to free paper download http:/division: playground, skipping activities have been started, the students were more than happy to jump it! Ask you to carefully observe, you find what mathematical information? Students: 32 people, jumping rope, every 6 people in a group.
15、Teacher: We carefully screen view of the information and views put forward by the students earlier, you can come up with a division to solve the problem? Health l: 32 people, jumping rope, every 6 in a group. Can be divided into several groups, but also a few more 5people? Column type: 32 - 6 = 5 (g
16、roup) . . 2 (people). When the other students have agreed with the students one of the solution, students 2 and put forward different views, “I agree with his answer, but if 32 people, every 7 people in a group, what can sub it?” The face of this sudden problem, the teacher did not prevent or avoid, and gave the students 2 - a definite recognition: “Its a good question, can you solve this problem?” This is a great opportunity t
