Teaching skills commonly used in primary schools, basic knowledge and skills of primary school teach

Combined with my personal teaching experience in the field, I believe that the basic knowledge and skills of primary school teachers are mainly the following:

1. Basic knowledge:

1.Subject expertise: subject curriculum standards, subject pedagogy, etc.

2.Educational theory knowledge: psychology knowledge, teaching philosophy, etc.

2. Skills. Classroom introduction skills, classroom questioning skills, classroom regulation skills, classroom evaluation skills, etc.

It includes five aspects: teaching design, classroom teaching, homework correction and after-class tutoring, teaching evaluation, and teaching research.

Teaching skills include primary teaching skills formed by repeated practice or imitation in a certain way on the basis of teaching theory, and also include advanced teaching skills formed on the basis of teaching theory due to repeated practice and reaching the level of automation, that is, teaching skills.

Teaching skills are essential educational and teaching skills for teachers, which have a positive effect on achieving good teaching results and realizing teaching innovation. Teaching skills are the foundation of effective teaching and the premise of effective teaching for teachers, which has the following functions:

Teaching skills are a means to improve the effectiveness of teaching; Teaching skills are an important measure of teachers' professional maturity. Teaching skills are the prerequisite for realizing the value of teachers' lives.

Characteristics of Teaching Skills:

1. Comprehensive teaching skills.

Teaching skills are a comprehensive embodiment of teaching and learning skills, with a distinct comprehensiveness. From a structural point of view, the teaching skills are the synthesis of teachers' abilities in expression, judgment, organization, and management. The skills learned are a combination of reading = analysis, physical memory, and other abilities. In teaching practice, the formation of teaching skills depends on two aspects:

The first is the teaching and learning of teachers.

Teachers can guide students to learn well and enable them to master scientific learning methods. Students who are good at learning will be able to "learn more and get twice the result", which saves teachers more time to study teaching methods, which is conducive to better teaching work.

The second is the teaching and learning of teachers themselves. Good teaching comes from good learning, and if you don't learn well, it is impossible to store rich knowledge and information, so teaching will become water without a source and a tree without roots, and there is no way to talk about good teaching. Therefore, good learning promotes good teaching, and good learning inevitably requires good learning.

2. The implicitness of teaching skills.

Pedagogical skills are the integration of motor skills, intellectual skills, and cognitive strategies, and are mostly achieved in some explicit form through physical and muscular movements. However, in complex teaching activities, most of the teaching skills are used through wisdom skills and self-regulation, such as teaching design skills, teaching material processing skills, teaching organization skills and teaching reflection skills, etc., which are often manifested in the processing and transformation of knowledge and information, and their understanding is mainly speculated and judged through the changes in teaching activities, so teaching skills are implicit. Teaching skills are embodied through explicit behaviors under the regulation of implicit mental activities, and are implemented with the help of a series of changes in teaching activities.

Instructional skills include instructional design.

Classroom teaching, homework correction and after-class tutoring, teaching evaluation.

teaching and research.

1. Instructional design skills: sufficient according to the teaching plan.

Develop a detailed course plan and teaching schedule.

2. Classroom teaching skills: vivid, vivid, beautiful, and easy to understand.

3. Homework correction and after-school tutoring skills: homework assignment skills, homework correction skills, and after-school tutoring skills.

4. Teaching evaluation skills: proposition skills, marking and analysis skills.

5. Teaching and research skills: master the methods of making statistics on teaching and research materials, writing project summaries and research.

The use of teaching skills is necessarily flexible and diverse. The teaching process is the process of emotional communication between teachers and students, and excellent teachers make full use of the interactive role of emotions to lead countless students to the other side of success.

The basic skills for teaching mathematics in primary schools are as follows:

There are several modes of teaching mathematical concepts: one is the result-oriented explanatory teaching method of mathematical concepts, and the other is the process-oriented mathematical concept discovery teaching method.

Mathematical concepts are the key content of mathematics teaching, and they are also one of the important basic knowledge that students must master, and they are necessary conditions for the formation and improvement of basic mathematics skills. In the teaching of mathematics in primary schools, students will encounter many concepts and laws, and if students can grasp the correct and complete mathematical concepts on the basis of understanding, it will help them master the basic knowledge of various properties, laws, formulas, etc.

Contributes to the formation and improvement of various abilities. However, some students use rote memorization to memorize these concepts and laws, which will inevitably lead to the rigidity of answering questions, which will affect students' understanding and application of knowledge, and also affect the development of students' thinking ability and the improvement of their learning enthusiasm.

Therefore, the teaching of mathematical concepts is particularly important in the process of mathematics teaching. Combined with teaching practice, this paper exchanges and introduces the basic methods of mathematics concept teaching in primary schools, in order to jointly improve the teaching efficiency.

Many concepts in mathematics are intrinsically related to old knowledge, and teachers should guide students to make full use of old knowledge and draw new concepts from it. In this way, both old knowledge and new concepts are learned, which is conducive to intensive lectures and more practice. For example, when teaching the concept of "the basic properties of ratio", the basic properties of division that have been learned before are first introduced.

The basic nature of fractions is reviewed and consolidated. Let students understand that "the quotient (fractional value) obtained by expanding or decreasing the same number (except zero) at the same time for both the dividend and the divisor, and multiplying or dividing the numerator and denominator of fractions by the same number (except zero) at the same time, results in a quotient (fractional value) that does not change." ”

These two properties, let the students themselves derive from these two properties that "the basic property of the ratio, that is, both the preceding term of the ratio and the subsequent term of the ratio expand (or shrink) at the same time, and the same multiple (except zero) is not changed." In this way, while reviewing and consolidating the concepts learned, they can master new concepts, and be able to flexibly apply new knowledge and master new knowledge in learning.