There are different views on the cultivation of primary school students' math preview habits. One view is that organizing students to preview under the correct guidance of teachers is conducive to improving students' self-study ability and students' subjectivity.

Development; Another view is that preview enables students to know the results of the teaching content in advance, so that students will not "slowly experience the thinking process of confusion, calculation, comparison, analysis and synthesis with teachers, and taste and explore the satisfaction of success."

Pleasure is not conducive to teachers organizing classroom teaching, but also affects the improvement of students' ability and the cultivation of creativity. Even a few students who previewed before class reported their answers at the beginning of the new class, and asked the teacher to carefully design the question scenario.

An embarrassing phenomenon. In this regard, I want to talk about some of my experiences.

First, preview is essential.

Teaching practice shows that effective preview can improve the purpose and pertinence of learning new knowledge; It can improve the efficiency of children's listening in class and change the situation of passive learning; At the same time, it is also the most effective way to cultivate self-study habits and improve self-study ability. The study of mathematics should pay attention to the cultivation of preview habits before class.

(A preview, the teaching materials into "learning materials."

Students are active people, and teaching materials are not furnishings. It is entirely possible for students to browse the textbooks in advance. After preview, students can solve simple problems calmly and smoothly, which increases the opportunities for performance; For complex problems, students have enough time to save in the past, concentrate on tackling key problems, and increase their chances of success.

If only some students have preview behavior, then their advanced answers sometimes do "screw up" the class. The reason for its "bad" is that other students have not previewed textbooks, and their learning starting point and learning state are different. teach

It is difficult for teachers to take care of and adjust students' "knowing" and "not knowing", which may lead to the reduction or even failure of the preset teaching plan. There are two solutions: one is to prohibit all students from previewing, and the teaching materials are

"teaching materials"; The other is to advocate all students to preview and turn teaching materials into "learning materials". Here, I tend to the latter, and write a good chapter of classroom teaching after preview. In this way, teachers and students are "in step", will the teaching order be chaotic? !

At this point, preview will no longer be the burden of students, but become the way for students to "get rich" and the object of "pursuit"

(B) preview is more conducive to students' exploration and innovation.

In the long run, the knowledge in the information society is changing with each passing day. It is unrealistic and unnecessary to rely entirely on teachers to teach or students to explore. Lifelong education requires a person to have good self-study ability.

Force. Limited by the cognitive level of primary school students, it may not be clear after preview. The preview process may be "swallowed" without details, or "skimming the water", so they would rather.

In class, ruminate, with the help of teachers and classmates, chew and digest the knowledge that is "inadequate" in preview.

At this time, students' exploration and innovation will go deeper. They will no longer "wander" in the straightforward part of knowledge, limited to the frank part of the textbook, but "wander" in the twists and turns of knowledge and create in the obscure part of the textbook. For example, after students preview and teach the area of parallelogram, the exploration point of students can be "Why cut along the height" and the innovation point can be "Is there any other cutting and spelling method?"

(C) Students with learning difficulties "make up lessons before class"

Students with learning difficulties will find it difficult to preview teaching methods. In this regard, we change the traditional "after class" to "before class" to help students with learning difficulties review old knowledge and preview new knowledge, shorten the gap between them and other students, and facilitate them to adapt to the classroom teaching after preview.

Second, effectively organize students to preview in mathematics classroom teaching

In our daily life, we often see this phenomenon. The teacher said to the students, "Go home and preview what we will learn tomorrow." But do students know how to preview? Many students simply understand preview as reading math books and studying.

When studying, it is difficult to think independently in the textbook and explore new knowledge actively. Some students think that they have done the exercises at the end of the book. The lack of students' preview guidance brings a series of problems.

For example, problems will lead to students' habit of relying on imitation, narrow the space for inquiry, block thinking, make it difficult to achieve innovation, limit the generation of students' personalized thinking, and even cause students' interest in learning mathematics to decline.

(A) teachers should be targeted to guide preview.

Indeed, preview is necessary, but it should be handled according to the specific content, and teachers should guide preview purposefully. For the content to be learned in class, it is sometimes necessary to preview, which makes classroom teaching

Become full and plump, so that the communication in the classroom is full and profound; Sometimes, you don't need to preview. Without preview, students are fresh, have the desire and enthusiasm to explore, which is helpful to cultivate students.

The agility of thinking improves the efficiency of learning. Specific to a chapter or a text in the textbook, whether to preview it or not depends on the actual situation of students, textbooks and other aspects. Personally, I think,

The focus of math class preview should be to master the concepts and principles of mathematics.

For example, in the lesson "Determine the position", the second student in the sixth group in the classroom can be represented by several pairs (6, 2). In other words, the position is expressed in the form of several pairs. The content of such a class is like letting students preview and study in advance.

It is impossible for students to appear in class to create the spirituality of mathematical symbols. Even if the student has a little knowledge of "number pairs" after previewing, the existing models in the book will stifle his creative desire.

(two) to carry out a variety of preview activities.

Students can read textbooks or do some practical activities according to the teaching content, such as consulting materials, conducting surveys and making learning tools. This is a preview. Preview can be individual behavior of students or group behavior, such as group cooperation, consulting parents and teachers and so on.

Preview is not equal to self-study. For the difficulties encountered in preview, students should be encouraged to try their best to understand knowledge through their own thinking and analysis, and it is not necessary to solve them in preview. Finding problems is the key to preview. because

With questions, students have goals in learning new lessons. Learning with goals will get twice the result with half the effort. Therefore, I often ask students to ask math questions. Communicate with classmates before class and solve it yourself.

Clear questions or valuable questions are simply recorded on the blackboard. In class, we can carry out more targeted inquiry activities. For example, preview the lesson "Year, Month and Day" before class. So, at the beginning of the class, I said, "Class is over.

What do you know about the date before the preview? What problems have not been solved? "Students have fed back the information obtained through various channels, and the classroom atmosphere is very active.

(3) After students preview, teachers should change their teaching strategies appropriately.

Preview is very important, but it should be conducive to the development of students' thinking and promote their creativity. At the same time, it also puts forward higher requirements for our teachers to master classroom ability. Teachers flexibly choose teaching methods and design reasonable and scientific teaching process according to students' preview. In the treatment of teaching materials, it should be based on teaching materials but not limited to teaching materials.

1, student: "Mingming", teacher: "Spot welding". Students preview the teaching fragments after the first lesson of the Basic Properties of Fractions;

Teacher (blackboard writing "1/2"): What do you think of when you see 1/2?

Sheng 1: 1/2 means that the unit "1" is divided into two parts on average, and there is such a 1 part.

Health 2: 1/2 = 1 ÷ 2 = 0.5.

Health 3: 1/2 means "half".

Health 4: 1/2 = 2/4 = 3/6 =.

Teacher: How do you know they are equal?

Health 4: It all means "half". Drawing pictures can explain. (Students draw pictures to explain and inspire some students to add other legends. )

Teacher: Yes. Any other comments?

Health 5: Both are equal to 0.5.

Health 6: It conforms to the basic properties of scores.

Teacher: Oh, can you explain it with the basic nature of the score?

Students speak and other students supplement.

As can be seen from the above teaching fragments, some teaching materials are relatively simple, that is to say, new knowledge is relatively simple or closely related to students' lives, and students have the ability to learn most of the new knowledge by themselves. Teach this textbook

In the classroom, teachers can provide a better material or scene, so that students can "freely" see, hear and think. The teacher "spot-welded" the students with a camera (the order is disordered and the depth is different, and the correct solution is wrong.

Solutions coexist) report, organized into "chapters" and communicated into a "network", thus "welding" the scattered and isolated knowledge points horizontally arranged by students in preview into a well-organized, logical and orderly knowledge point.

Knowledge chain.

2, student: "unknown", teacher: just "nudge". Students preview the teaching fragments after the first lesson of the least common multiple;

Teacher: Students, you previewed the lesson of least common multiple yesterday. Which two numbers do you want to find the least common multiple now?

Health 1: 16 and 18.

Health 2: 12 and 30.

……

Teacher: Let's choose two numbers, 12 and 30, and let the students find out the least common multiple of 12 and 30 through preview.

Teachers patrol and students report.

Method 1: The multiple of 12 is 12, 24, 36, 48, 60, 72. ...

The multiple of 30 is 30,60,90, 120, 150. ...

The least common multiple of 12 and 30 is 60.

Method 2:

Teacher: Is there anything you don't understand?

Health: I don't understand why the product of 2, 3, 2 and 5 is their least common multiple.

Teacher: Who can explain?

Students are deep in thought, and teachers show their thinking problems and organize students to discuss and communicate.

Through the study of old knowledge and the preview of new knowledge, students can learn and understand some simple knowledge by themselves, or copy some profound knowledge without understanding it. Teachers should fully "expose" their "known" and "unknown" in students' reports. Knowledge teachers who bleach their students only need "light makeup" and combing, while knowledge teachers who are also "suspicious" need "thick touch" and guidance.

3, students: "invisible", teachers: "editing". After the first class, students preview the teaching fragment of "Understanding of Cylinders";

Teacher: What is the figure on the side of the cylinder when it is unfolded?

Health: Through preview, I know that the outline of a cylinder is a rectangle. (Students demonstrate how to cut while talking. )

Teacher: Do you have any other ideas? (Students shake their heads)

Teacher: Is the outline of a cylinder just a rectangle?

The students hissed, and then some discussed and some operated.

Health 1: I found that if oblique cutting, the cylinder side expansion diagram is a parallelogram.

Health 2: I cut it casually, and the side of the cylinder is irregularly developed.

Teacher: Yes. We should not confine ourselves to the scissors mentioned in the book, but also think from other angles. However, Mr. Yan still has one question. Can these unfolded figures of the cylinder be summarized into rectangles?

Students talk and do.

Health 1: A parallelogram can become a rectangle.

Health 2: Irregular figures can also become rectangles.

……

After all, students' horizons are limited, and it is difficult for them to "drill" into textbooks and see the "sensitive zone" contained in them, and it is also difficult to "jump out" of textbooks and see the "dynamic zone" that can be developed. Teachers can click here.

"Supplement" inspires and guides students to see its "roots" and "branches and leaves" through books, so that students can have new discoveries and new ideas in "another village", thus deepening their understanding, broadening their horizons and understanding knowledge more deeply and comprehensively.

In a word, the mathematics classroom teaching process after preview will be more nonlinear, uncertain, "random" and open. Teaching design can only be rough, not "meticulous" and "smooth sailing", and there will be more detailed plans.

It is dynamically generated in the teaching process according to students' wishes, intentions, tacit understanding and will. The organization of teachers will be more challenging, and it is necessary to cultivate stronger "reason" (combing what students know) and "grasping" (grasping what students don't know)

Know), "tap" (tap students' potential), "expand" (expand students' reserves) and other skills to standardize the whole classroom teaching, and actively guide students to learn to tell, listen, question, debate, learn and express in "free will"

Affection, so that classroom teaching is not confused and weightless because of students' "desire".