What are the difficulties in teaching mathematics in primary schools? Please advise, thank you

1. The use of surface area and volume of three-dimensional graphics.

2. Solving problems of column equations (especially finding equiquantity relations).

3. Quantitative relationship: For example, how many fractions (or hundredths) is more (or less) than another number?

There are several knowledge points in primary school that have a great impact on future knowledge: (1) the understanding of numbers, how big is a number, there are many students who have studied for 6 years, and they don't know at all, such as more than 1.3 billion people in China, each mouth is about square meters, and they all occupy an area of about how many football fields are large? (2) Proficient calculation of numbers, there are many students who use calculators to calculate, and their calculation ability is poor; In particular, addition and subtraction are inverse operations, multiplication and division are inverse operations, (3) the relationship between quantities is unclear, such as 3 is less than 4 1 knows, 3 is a few fractions less than 4, and 4 is a few fractions more than 3; One number is 3 times the other, another number is a fraction of this number, one number is 2 times more than the other, this number is several times more than another, and so on; (4) the understanding of basic figures in life, such as the area and height of triangles, the area of triangles (trapezoids) and the area relationship between parallelograms; (5) In the training of mathematical terms, some students do not know what it means even after reading a sentence.

Solving equation problems is relatively difficult, and if you want to learn well, there are only a number of exercises and comprehension problems.

With the development of the times, it seems that the difficulty of primary school mathematics is getting higher and higher. Many parents and students sighed: "Why is it so difficult in the early stage of primary school mathematics?" ”

But let's think about why math in primary school is getting harder and harder. Is it really necessary to be so hard?

First, let's be clear: the difficulty of math in primary school doesn't increase for no reason. With the updating of educational concepts and the continuous improvement of the subject system, the knowledge points and ability requirements that need to be mastered in primary school mathematics are also constantly changing.

Second, the difficulty of primary school mathematics has indeed increased, but not indefinitely. The syllabus of primary school mathematics is formulated after careful research and demonstration by authoritative institutions, taking into account the physical and mental development characteristics of primary school students and the needs of future subject learning, the knowledge points and ability requirements stipulated in the syllabus are just right and completely competent.

In addition, the increase in the difficulty of primary school mathematics is also to better cultivate students' mathematical literacy and innovation ability. The demand for talents in modern society is getting higher and higher, and mathematics, as a basic discipline, has higher and higher requirements for talents. If primary school mathematics has been stuck in the simple four operations and the understanding of geometric figures, then students will encounter many difficulties in their future study and work.

Finally, we should also note that the increase in the difficulty of mathematics in primary school is also to better adapt to the development of the times. In modern society, the degree of digital informatization is increasing, and people need to master more advanced mathematical skills to cope with the complex work and living environment. Therefore, the increase in the difficulty of primary school mathematics is also to better serve the development of the times.

In short, it is not for nothing that the difficulty of primary school mathematics has been improved, but in order to adapt to the times and cultivate students' mathematical literacy and innovation ability. Of course, we should also pay attention to the reasonable grasp of the difficulty to ensure the learning effect and quality of students.

The focus and difficulty of mathematics teaching in primary schools are application problems, various types of application problems.

The difficulty is that you don't know the point, which is what the teacher said.

Teaching focus: The teaching focus should be on the basic concepts, laws and physical ideas and methods reflected by the content, which can also be called the core knowledge of subject teaching.

Teaching focus is also one of the essential elements of writing lesson plans.

Teaching difficulty: Teaching difficulty refers to the knowledge that is not easy for students to understand, or the skills and techniques that are not easy for students to master. The difficulty is not necessarily the point.

There are also some things that are both difficult and important. The difficulty is sometimes determined according to the actual level of the student in the first round, and the same problem is not necessarily difficult for different students in different classes. Under normal circumstances, teachers should focus on finding various effective ways to break through the content that makes most students feel difficult, otherwise not only will students not understand the content and will not be able to learn it, but it will also cause difficulties in understanding new knowledge and mastering new skills in the future.

In the usual sense, the difficulty of teaching is that there is a large gap between the new content and the existing cognitive level of students. If you want to overcome the difficulties of teaching, an extremely important one is step by step, a 5m high cliff, no special tools, no professional training is difficult for people to climb, and Mount Tai is 1524m high, the average person can climb up, it is because Mount Tai has carved the steps that the general healthy people can accept. It can be seen that it is important to take it step by step.

The same is true for teaching, whether it is the compilation of textbooks or the production of courseware used by teachers for classroom teaching, the principle of gradual progress must be followed.

The key to a good mathematics class depends on whether the teacher correctly explains the basic content of the textbook, whether it breaks through the key points of the textbook and solves the difficulties of the textbook, so that students can truly understand and master the basic knowledge of the textbook. Whether teachers can grasp the key points and break through the difficulties in teaching is the basic condition for doing a good job in teaching, and it is also the manifestation of teachers' ability.

First of all, it should be noted that the key points and difficulties of teaching should be determined according to the cognitive level of students. The focus of mathematics teaching is related to the cognitive structure of students, which is due to the contradiction between students' original mathematical cognitive structure and the new content of learning.

Of course, in actual teaching, due to the differences in the cognitive level of individual students. Well-designed classroom exercises are an important guarantee for improving the quality of teaching. Through classroom exercises, teachers can understand the teaching effect in time, so that the teaching and learning information can be immediately feedback, so as to avoid "making up for the dead".

In short, it is necessary to determine the difficulties on the basis of grasping the key points according to the actual situation of the students.

Through the above analysis, we can conclude that in order to highlight the key points and difficulties in teaching, we must first drill deep into the teaching materials and grasp the key points and difficulties of each chapter and each lesson from the knowledge structure. The second is to prepare students, according to the actual cognitive level of students, and take into account the differences in the cognitive structure of different students, grasp the key points and difficulties of teaching, careful preparation before class, and correct positioning, which provides favorable conditions for highlighting the key points and breaking through the difficulties in teaching. The focus of teaching comes from the knowledge itself, which exists objectively due to the internal logical structure of mathematical knowledge, and is therefore consistent for every student.

The difficulty of teaching is different, it depends on the student's own understanding and receptivity. Practice has proved that the speed and level of students at different levels of breakthrough for the same knowledge point are uneven. Due to the different bases for the formation of teaching focus and difficulty, some teaching content is both teaching focus and teaching difficulty, some content is teaching focus but not necessarily teaching difficulty, and there is a large content that covers the teaching difficulty but not necessarily teaching focus.

However, the focus and difficulty of teaching are determined by the teaching objectives of the same teaching content. I feel that the only way to explore the road of mathematics is to delve deep into the textbooks, grasp the key points and difficulties of each chapter, and prepare lessons according to the characteristics of knowledge and the laws of students' understanding of things, carefully design and arrange, so as to achieve twice the result with half the effort.

In short, there is no fixed pattern of how to highlight the key points and break through the difficulties in mathematics teaching. As long as each of our mathematics teachers uses more brains and more effort in preparing for classes, carefully studies the syllabus, strives to study the teaching materials, combines the actual situation of students, clarifies the key points and difficulties, reasonably arranges the teaching links, carefully designs classroom questions, and devotes themselves wholeheartedly to the teaching work, we can find the "tricks" on highlighting the key points and breaking through the difficulties, so as to achieve the optimization of the teaching effect.