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摘要：数学课堂教学的有效性，是指通过课堂教学使学生在知识技能、数学思考、解决问题、情感与态度方面获得协调发展，有效地实现预期的教学结果。为了充分研究提高小学数学课堂教学有效性的策略，本文通过对相关文献资料的查阅，给出了课堂教学有效性的概念界定及提高小学数学课堂教学有效性的意义；通过对周口市新民小学课堂和课外活动的观察以及对各班级数学教师的访谈资料的整理，分析了影响小学数学课堂有效性的因素有学习目标虚化、形式主义充斥、教学方式不恰当、教师角色定位不准确、课堂教学评价体系单一，并提出了教学突出重点和难点、构建和谐的课堂氛围、使用合理的教学方式、提高小学数学教师的综合能力、构建科学合理的课堂教学评价体系五个提高小学数学课堂教学有效性的策略。49859
毕业论文关键词：小学数学；课堂教学；教学有效性
Research on the Strategy to Improve Effectiveness of Teaching Math in Primary School Classroom
Abstract: The effectiveness of classroom math teaching means that students will obtain coordinated development with respect to knowledge, skills, math thinking, ability to solve problems, emotion and attitude via classroom teaching, which effectively achieves the anticipated teaching results. This paper puts forward the concept definition of classroom-teaching effectiveness as well as the meaning of improving the effectiveness of classroom math teaching in primary school with reference to relevant literature; By conducting observation on class and extracurricular activities of XinMin primary school in Zhou Kou city and arrangement of the interview materials of math teachers from all classes, factors that influence the effectiveness of math class in primary school have be discovered, including intangible learning goals, full of formalism, inappropriate teaching methods, inaccurate role definition of teachers and single evaluation system for classroom teaching, then five strategies that contribute to the effectiveness of classroom math teaching in primary school are proposed as follows: emphasize the important and difficult points of teaching, build a harmonious class, use appropriate teaching methods, improve the comprehensive abilities of primary school teachers and build a scientific and reasonable evaluation system for class teaching.
Keywords: Math in primary school; Class teaching; Effectiveness of teaching
目 录
摘要 1
Abstract 1
一、课堂教学有效性的概念界定 2
二、研究小学数学课堂教学有效性的意义 2
（一）有利于教育者认清在教育中存在的问题 2
（二）有助于形成提高小学数学课堂教学有效性的策略体系 3
（三）使小学数学教师深刻理解课堂教学有效性的内涵 3
（四）减轻小学生负担 3
三、影响小学数学课堂教学低效的因素 3
（一）教学目标虚化 4
（二）形式主义充斥 4
（三）教学方式不恰当 5
（四）教师角色定位不准确 5
（五）课堂教学评价体系单一 6
四、提高小学数学课堂教学有效性的策略 7
（一）教学突出重点和难点