How to Make Mathematics Classroom Introduction More Effective

How to make math classroom lead-in more effective? First, define the concept of subject.

Classroom lead-in is one of the main links in classroom teaching, which refers to the process of starting a class with concise language or auxiliary actions and then entering the main body of classroom teaching. The success or failure of the introduction of a class directly affects the effect of the whole class. Whether students' distracted attention can be immediately transferred to the classroom at the beginning of class and kept in a positive state is the primary problem of a good class.

Suhomlinski said: "If teachers are eager to impart knowledge without trying to make students feel emotional and excited, then this kind of knowledge can only make people feel indifferent and bring fatigue to emotional mental work." Practice has proved that positive thinking activity is the key to the success of classroom teaching, and enlightening lead-in can stimulate students' thinking interest, so teachers should pay attention to stimulating students' thinking through pre-class lead-in and stimulate students' enthusiastic exploration of new knowledge and new content.

The so-called "effectiveness" mainly refers to the concrete progress or development made by students after a period of teaching by teachers. Whether the teaching is effective or not does not depend on whether the teacher has finished teaching the content or not, but on whether the students have learned anything or whether the students have learned well. The progress or development of students is the only indicator of teaching effect. Specifically, the effectiveness of teaching contains three meanings:

Effectiveness: refers to the evaluation of the consistency between the results of teaching activities and the expected teaching objectives.

It is measured by examining the results of students' learning activities.

Efficiency: teaching efficiency = teaching output (effect)/teaching input; Or teaching efficiency = effective teaching time/actual teaching time × 100%.

Benefit: refers to the income of teaching activities and the realization of the value of teaching activities. Second, the research status and significance at home and abroad

1. Research status abroad: In the 1970s, C.Turney and others proposed that the function of lead-in is to attract attention, stimulate motivation, construct teaching objectives, clarify learning tasks and establish contacts. They think it is very important to attract students' attention at the beginning of new teaching content; Curiosity is the most realistic and active component of learning motivation; Lead-in should construct learning objectives, make students enter a good state of psychological preparation, and concentrate on meaningful learning; The connection between old and new knowledge should be established in the import, so that the new lesson can be imported smoothly.

2. Domestic research status: While foreign scholars are studying classroom lead-in, domestic scholars and educators are equally interested in this topic, and have written related articles from many aspects. Hu (1996) proposed that lead-in is also called lecture. She believes that lead-in is an important part of classroom teaching. It can be the beginning of a class and sometimes runs through classroom teaching. This paper expounds the function, types and basic requirements of import. Yan (1999) studied the lead-in art of classroom teaching optimization, put forward some principles that should be followed in new curriculum lead-in and lead-in design, and introduced the lead-in methods of classroom teaching optimization in some disciplines. Li (2000) first regarded the guiding link of classroom teaching as the guiding art in teaching art, and thought that the guiding art emphasized "the first hammer hits the students' hearts" and attracted students like a magnet. I believe that different courses with different characteristics will also produce different teaching functions. Wang Baoda (200 1) and others pointed out in the book Introduction Skills and Ending Skills that introduction refers to explaining new knowledge or teaching students' thinking state in three stages, namely, the stage of gradual concentration of thinking level, the stage of optimal thinking level and the stage of gradual decline of thinking level. The changes of students' thinking in conventional teaching are as follows: in the first 10 minute of classroom teaching, students' thinking gradually concentrates; 10-30 minutes, thinking is in the best active state; But in the last 10 minute, the thinking level gradually declined. This law reveals the changing law of students' thinking power in classroom teaching. In order to improve the efficiency of classroom teaching, teachers should try to prolong the time of best thinking activities in teaching. Specifically, in the first stage, at the beginning of the new class, teachers should strengthen the information intensity, make students' thinking reach the best level in the least time, and guide students' attention to the teaching objectives at the fastest speed. This requires teachers to follow the rules of students' classroom thinking when preparing lessons, carefully design teaching plans, especially the design of new lesson introduction, and strive to be scientific and reasonable, properly arranged, skillfully organized and flexibly used. Psychological research shows that the first impression plays the strongest role and lasts for a long time, which is more important than the information obtained later.

It is expected that the well-designed lead-in can bring a wonderful class and make students have a good first impression on a class. So how to design classroom teaching lead-in to produce such an effect? This requires us to conduct research. Third, the theoretical basis:

Baritz mentioned in the book "Effective Teaching Methods" that five teaching behaviors that are essential for teachers to teach effectively are:

1, Zoroastrianism. I think the introduction of instructional design should be clear, concise and logical. 2. Diversified teaching. The introduction of classroom teaching should also reflect diversification, the evaluation of students should also be diversified, and the visual effects of multimedia should also be diversified.

3. Task orientation. The task is clear, so that students can learn actively.

4. Guide students to participate in the learning process. Therefore, students' active participation should be considered when importing. 5, to ensure the success rate of students, the entry should be in a limited time, so that students get more development.

Fourthly, the purpose, content and method of the research.

Purpose:

1, lead teachers to research, study, think and practice around the topic, seek effective teaching methods and means, and promote teachers' professional development.

2. Guide students to master effective learning strategies, help students master effective learning methods suitable for them, improve learning efficiency and ability, stimulate learning enthusiasm and experience learning.

Promote students' all-round and healthy growth.

3. Explore the new mechanism of teaching management to realize the effective management of classroom teaching. 4. Build a research-oriented team of teachers, help teachers get professional development and support in the process of "peer interaction" and "professional guidance", further form a primary school mathematics research team with both research enthusiasm and certain research level and research ability, and promote the scientific development, characteristic development and sustainable development of school teaching and research work.

Content:

1, understand the significance and function of importing skills, and master the basic requirements and various types of importing skills.

2. Be able to design and write a reasonable introduction lesson plan.

3. According to the teaching task, teaching content and students' age and psychological characteristics, we can choose the appropriate lead-in type and apply it to teaching.

4. The skill level of the introduction is improved compared with that before the training, and the classroom introduction has a good effect, and the introduction is purposeful and targeted.

5. Be able to evaluate the import skills of yourself or others according to the import demand. Method:

In order to effectively improve the teaching efficiency of primary school mathematics classroom, improve the excellent class rate, give full play to the real changes brought by the curriculum reform to modern education teaching classroom, and ensure the scientificity and effectiveness of classroom teaching, we have set up research topics according to the practical problems such as low classroom teaching efficiency in previous school teaching work, which can promote us to carry out research work around a center in a planned and focused way, and have the motivation and confidence to study some operable countermeasures. This semester, our school established the project of "Effective Introduction of New Mathematics Curriculum in Primary Schools".

Gender research demonstrates the necessity, pertinence and operability of this study from the educational environment and the actual situation of the school. We will devote ourselves to research and try to do some bold exploration, extension and development in combination with our actual work situation to make progress in this research.

1, literature method: consult and collect monographs, papers and materials related to this research topic by domestic and foreign scholars. Through the library of Zhejiang Normal University, academic journal network, Tianyu database, Wanfang database and online search, we can understand the imported design and related articles, understand the predecessors or their research work, clarify the scientific value of the research topic, find the breakthrough point, and obtain newer and more valuable research results.

2. Content analysis method: collect a large number of typical import cases in mathematics classroom and make an all-round analysis.

(1) In the process of project development, the project research class is divided into two stages according to the year: the spring semester and the autumn semester, showing the new experience and new achievements of the phased research, and discussing, communicating and analyzing these classes to find out the advantages, shortcomings and exposed problems, and summarizing and reflecting in time. So as to learn lessons for the next stage.

(2) Collect relevant lectures and evaluation materials, as well as the evaluation table of mathematics classroom teaching, conduct a questionnaire survey on students, conduct statistical analysis in time, and listen to students' feelings and suggestions on the introduction of research courses, especially new courses.

(3) The members of the research group actively participate in the related research of "new course introduction", such as classroom teaching environment, teaching mode and evaluation system, and make typical analysis and special summary on the basis of teaching practice.

3. Educational experiment method: Apply carefully designed lead-in cases to practical teaching.

4. Investigation method: To investigate the extent to which classroom lead-in has stimulated students' interest and enthusiasm in learning and students' satisfaction with classroom lead-in. Take the oral question-and-answer form of talking between students and math teachers, take their own classroom performance as the main content, take the approval of classroom lead-in as the reference, let students speak freely, express their satisfaction and criticism on the implementation of the lead-in link, and reflect on it as a guide for the next research and practice. Organize teacher-student exchanges and seminars in stages, so that students can really participate in the project, so that they can become the owners and ultimate beneficiaries of the project, and let them help us understand our shortcomings and correct our mistakes.

5. Presentation: By writing the papers and cases of this topic, I dare to publicize my own opinions and research, and accept the evaluation and guidance of more professional and scientific industry experts and external peers.

Verb (abbreviation of verb) research steps and safeguard measures

Steps:

1, preparatory stage (September 2006-February 2007)

Hold a project kick-off meeting, set up a research group, design a research plan, initially determine the experimental framework, and complete the project opening report.

2. Start-up phase of the project (March-April 2007)

Hold an opening meeting, the research group put forward suggestions for improvement, improve the project plan, formulate the project implementation plan and research plan of the research group, and carry out various learning and training activities.

3. Project implementation stage (May 2007 to February 2009)

(1) In May, 2007, the research group made experimental measurements on students' learning attitudes, learning habits, learning efficiency and academic achievements, formed basic research data and established research files.

(2) From June 2007 to February 2009, the research group carried out the practice in different semesters.

Research, carry out exchanges and discussions among members of the research group, accumulate phased results, make research work summary and research report at the end of each semester, and adjust and determine the next research work.

4. Deepen the post-test in the summary stage (March 2009-May 2009); Compare and analyze research data, and write relevant papers, cases and research reports; Accept the acceptance of the general research group.

Safeguard measures:

1, organizational guarantee. Set up a project leading group to achieve a unified understanding, clear responsibilities, consistent goals, unity and cooperation.

2. System assurance and recertification. Formulate project management regulations, standardize the study and research system, make project research institutionalized and standardized, use incentive mechanism to reward scientific research achievements, give preferential policies to research members, encourage teachers to participate in project research, and promote the construction of teachers and research schools.

3. Financial guarantee. Schools set up special research funds to ensure the normal development of scientific research activities.

4. The research of this subject should be coordinated with the work of the school. The combination of project research and school daily work ensures the synchronous development of school education, teaching and educational research, and improves the research process.

1, strengthen learning and enrich theory.

In the experiment, according to the research needs of the subject, all teachers are actively mobilized and organized to study extensively the literature, articles and various materials related to the reform, and a certain learning system is formed. The school organizes teachers to study once a week with the teaching and research group and the lesson preparation group as the unit.

At the same time, each teacher is also required to subscribe to at least one educational publication every semester, intensively read a book on curriculum reform, write a reading note and exchange learning experiences. In addition to taking notes, the teachers of the research group also asked to combine learning with teaching to write educational stories, teaching essays and after-class reflection. In order to improve the teaching and research level of researchers, we also attach importance to the cultivation and improvement of key teachers, and send outstanding teachers out of school to participate in training and learning with topics (problems) and tasks. Through learning, training, teaching and research, teachers' awareness of curriculum reform has been enhanced, the advanced theory of "subjective development of classroom teaching mechanism" has been enriched, and the research level of teachers in the research group has been improved.

2. Clear rules for analyzing teaching materials

A class should have a good beginning, just like a good play should have a good prologue, a news should have a good introduction, and a good movement should have a good overture. If you get off to a good start, you can win the first prize, arouse students' desire for new knowledge, stimulate their interest in learning and attract their attention, just like throwing stones on a calm lake, which arouses ripples in thinking and produces an appeal of eager listening. Therefore, the introduction before class should do the following (1), be purposeful and targeted, and highlight the word "quasi". (2) Import should connect the old and new knowledge and highlight the word "fun". (3) The import should be intuitive and highlight the word "shape". (4) The import should be enlightening and highlight the word "odd". (5) The lead-in should be artistic and highlight the word "Qiao". (6) Import should be general and highlight the word "fine".

3. Problems found by intra-group analysis

Teaching as an art, not all pre-class lead-in can play a positive role, and poor lead-in design will also have a great impact on classroom teaching. During the experiment, the school organized a school-wide open class exchange every semester. According to the listening, the teacher of the research group

This paper summarizes several common problems in the introduction of primary school mathematics lessons:

(1), dialogue import is too complicated.

A teacher taught "dividing apples (a preliminary understanding of scores)", which began like this: Teacher: What season is it now? Health: Summer. Teacher: What are the characteristics of summer? Health: Hot. Teacher: Do students like fruit? Health: Yes. Teacher: What kind of fruit do you like to eat? Due to the previous guidance, many students said they like to eat watermelon. ) teacher: anything else? The last student said that he liked apples. ) Teacher: Teachers like apples, too. If two children have two apples, how should they share them? Health: One for each person. Today, we will learn "Divide Apples" (blackboard writing topic). The teacher used seven questions and spent nearly five minutes leading out the questions. To tell the truth, we didn't understand what the teacher wanted to ask at first. Primary school class, a class of 40 minutes, the attention of primary school students is very short. The first half of the class is particularly precious. If the lead-in time is too long, it will usurp the host's role, which will make the teaching and practice time of key content tense, and the complicated questions like those of new teachers will be too far from the topic and have many problems, which will also interfere with students' thinking. Therefore, the opening remarks of the conversation should be concise and clear, and avoid triviality.

(2) The briefing is too blunt.

When one of our teachers was talking about the multiplication formula of 5, he used the situational introduction in the textbook and asked: Which grand event will be held in Beijing in 2008? Only two students in the class know that it is the Olympic Games, not to mention the five-ring flag. Obviously, this kind of introduction is too strange for these students. Situational introduction serves the later teaching. Creating interesting and realistic situations for students to introduce topics will help students to connect with life and existing knowledge and get twice the result with half the effort. Generally speaking, the situation in textbooks is good, but due to the different situations in different places, we should change the situation appropriately from the reality and student life.

It better serves our practical teaching, rather than mechanically copying it behind closed doors.

(3) Multimedia import is too messy.

After the popularization of information technology, multimedia has entered the classroom, turning boring preaching into interesting animation and vividly demonstrating abstract formulas, which is widely welcomed by students. However, everything must be measured, and tools and means have their scope of application. Beyond this level and scope, it will be counterproductive. A teacher talked about "equivalent replacement". In order to help students understand the meaning of equivalent substitution, he came up with a story called Cao Chong, which was a good idea. But the animation chosen by the teacher is the QQ version downloaded from the Internet. Funny images and nonsense plots make students focus on funny scenes and ignore the thinking of phenomena. It failed to achieve the expected teaching effect and wasted time. Therefore, the use of multimedia courseware import should be selective, highlight the theme, and must not be false and pretentious.

(4) Activity import is too formal.

Learning itself is an activity, and there is no doubt that the process of knowledge formation in the activity is conducive to students' understanding and application of knowledge. However, teachers should pay attention to the reasonable design of activities, not too difficult, and have enough time for activities. They should not be superficial and move for the sake of moving. Only by establishing an organic connection with the follow-up teaching activities can students really refine problems in the activities and trigger positive thinking activities.

4, collective communication summary method

In each experimental stage, the school will organize the teachers of the research group to communicate and summarize the methods of classroom introduction. Everyone thinks that there is no fixed model and method for classroom lead-in. As a teacher, according to the teaching content and the actual situation of the students in this class, we should flexibly formulate the most appropriate and targeted lead-in methods. Here are a few examples in detail:

Turn into a strong thirst for knowledge and interest in learning. Then the teacher pointed out: You will know in today's class, so that from the beginning of learning, students will be pushed to the main position of active exploration.

(3) Set obstacles and questions to stimulate thinking.

For example, when teaching the calculation of a long square area, first show two figures (3×5 and 4×4) (unit: decimeter). Ask the students to find a way to compare the size of these two numbers. Some students said: compare two figures by digging and filling. Some students said: measure in units of one square decimeter. After affirming the initiative of the students, the teacher put forward a new question: "Can we still know the area of Tiananmen Square and the land area of our country in this way?" The students realized that this method was too troublesome and impractical. "So, is there a simpler way to find the graphics area? How to find its area? " The question germinated students' thirst for knowledge, and the students were eager to try. Began to explore new knowledge. The atmosphere in the class is lively, and students are firmly attracted by the problem of how to "find the area of rectangle and square"

Big brain hole, independent exploration, and achieved good teaching results.

(4) Introducing new knowledge through stories.

For example, when I first started teaching the basic nature of fractions, I saw the song "Three Monks" on the screen. Just as everyone was listening attentively, the song suddenly stopped and there was a quarrel. What happened? At first glance, it turned out that three young monks were quarreling about dividing things. I saw that they all robbed 3/6 instead of 1/2 and 2/4. Then the teacher waited for an opportunity to set a question,' Is it really the biggest share that the three young monks robbed? "Can you help them prove it?" This will naturally lead to new lessons. The wonderful class attracted the attention of all the students from the beginning, stimulated their emotions and interests, and made them enter the study happily. In the whole class, students are full of energy in the process of exploring new knowledge, their enthusiasm is fully mobilized, and teachers have successfully achieved the teaching purpose. This introduction enables students to enjoy themselves in the story. When you enter the story, you enter the classroom. When I entered the classroom, I had the enthusiasm to explore new knowledge urgently, and naturally I learned with relish.

(5) Set suspense and induce new knowledge.

For example, when teaching "the characteristic that a number can be divisible by 3", the teacher pointed out: Can the number 375 be divisible by 3? Students can't say it at the moment. The teacher went on to say that we can directly judge whether any number can be divisible by 3. Please count off and I'll judge. At this time, the students counted off one by one, and the teachers answered quickly. The students were attracted by the present situation. Then the teacher said, I will teach you this skill today (show the topic), so that students can easily accept new knowledge in a happy situation.

(6) Intuitive introduction and exploration.

Such as "the law of decimal size change caused by decimal point movement". Show "7.00 yuan" first, move.

Move the decimal point, so that you can read the actual amount of money separately, so that you can realize that the movement of the decimal point can change the size of the decimal point, and then ask questions to introduce the topic.

5, classroom discussion, promote progress.

It is the most common and effective way to carry out observation classes and seminars. We require each teacher to attend at least one seminar every semester, and evaluate the teachers' open classes according to the Classroom Teaching Evaluation Form. At the same time, the methods of questionnaire survey, after-class test and student interview are used to collect classroom teaching information and analyze and evaluate a class. Through the comments of experts and peers and the reflection of teachers after teaching, teachers can learn to evaluate classes and understand their own and others' advantages and disadvantages, so as to improve their own teaching, promote the reform of classroom teaching in the whole school and improve the quality of classroom teaching. Seven. achievements in scientific research

In research activities, demonstration class is an important project of our research group. We know that the introduction of the new curriculum belongs to the needs of the classroom, and it is also the art of the classroom, which needs to be demonstrated and tested in the classroom. To this end, our research group holds research classes twice a year in the spring semester and the autumn semester, and conducts research from different fields of primary school mathematics learning in order to gain broader understanding and experience through practice. For example, real practical experience can be gained from the research courses such as the cognitive line segment taught by Hong Ping, the surface area of cuboid and cube taught by Hu Jianying, the addition within 5 taught by Zhang Dongxia, and the discovery law taught by Zou Huayong. These experiences can be fed back and expressed through classroom teaching evaluation forms and students' satisfaction with the introduction of new courses.

Secondly, the research group also got the support of the teaching department of the school, and together with the young teachers of the school, launched a salon activity of "talking about experience-introducing new lessons", which came from different disciplines and different personnel.

Everyone attaches great importance to it, because the study of new curriculum introduction is not a patent of mathematics, after all, it is a topic that all teachers should involve, and successful introduction is also one of their educational and teaching goals. Therefore, in the carefully prepared, friendly and enthusiastic academic discussion atmosphere, learning from each other's strong points and striving for perfection have formed a wealth of information and experience summary, forming a major feature of the research form of the subject. After the meeting, the successful experience will be written into words and actively contributed to the municipal education information network.

There is always a reward for giving, a hard work and a harvest. With the careful efforts of the teachers of the research group, our research has achieved initial results. At the project meeting, a phased summary of Zhang Dongxia's research group "Let students quickly enter the best learning state" was presented. The article "How to Implement the" Activity-oriented "Classroom Introduction Teaching" written by Hong Ping and the article "Only with correct guidance can we enter effectively" written by Hu Jianying won the municipal paper award, and many papers and cases about the introduction of new courses written by the teachers of the research group also won the county award. Eight, confused about the direction of efforts.

At present, the research of this subject is under way. When we are delighted to see the tangible benefits brought by this research, we are also puzzled by several aspects:

1. How many models can be established in the introduction of new courses in various learning fields, especially to what extent, and whether our research is scientific.

2. In view of the aging age structure of the research group and the high mobility of personnel, how to optimize it to make the research work more effective.

3, in the face of success and failure cases, where do we go, relying on a teacher of a rural primary school research group, can we scientifically analyze the reasons, control related variables, turn passive into active, and how to join hands with other schools in the information age?

Resource sharing, complementary advantages and scientific research first.

"there is a law in teaching, but it is impossible in teaching." It is expected that in the future research, we will inherit the pragmatic attitude and the spirit of being brave in practice, so as to find both sides and solve the problem easily.