Elementary School Mathematics Classroom Import Research

A good beginning is half success. Introduction as the first link of the teaching process, plays a goal orientation, stimulate students’ learning interest and thirst for knowledge, and create a relaxed, cheerful atmosphere, and so on, it is more and more educators attention. But due to various reasons, in classroom teaching, some teachers do not import a good design, new lesson to import all kinds of problems. The author mainly embarks from the elementary school mathematics new lesson to import, studied its main problems:dull, lack of interest; Become a mere formality, deviate from the theme; Misunderstanding curriculum, attend; Import death, limit development, etc. And analyze the causes, mainly include the teachers’ inadequate experience! Teachers’ understanding of the import is not enough, narrow teaching concept, on students’ cognitive level judgment deviation, etc. And further put forward the corresponding countermeasures and Suggestions in view of the problem:import design should begin from the student age characteristics; Strengthen the consciousness of the import, strengthen the import purpose; Import the design should pay attention to students’ emotional experience.In general, new lesson to import good or bad, plays an important role "in the teaching to teach the wuding method, new lesson to import also has no fixed pattern to apply. As a result, requests the teacher must have the ability, the thought of teaching for students’ development. Teachers must follow under the premise of pupils age characteristics and psychological characteristics, combined with the teaching content, create the appropriate new lesson to import as much as possible, so as to arouse pupils’ interest and thirst for knowledge, inspire students positive thinking, create relaxed, democracy, pleasant and harmonious classroom atmosphere of import, truly achieve" axis of pizz three two, love before to the tune of teaching level."...