Problems And Countermeasures Of Lead-in Of New Lesson Of Primary School Mathematics

The import is the beginning of one lesson. Appropriate import can create a positivelearning environment that students would have a positive emotional experience. Clearteaching goal establish connections between the old and new knowledge. Open the minds ofstudents, and offer students’ positive thinking. Improper import impedes students enthusiasm,initiation and creativity, makes teaching fail. Therefore, import of a new lesson should betaken more and more seriously by educators. Therefore, learning and researching import ofschool mathematics teaching is of great significance.A good beginning is half of the success, but it’s not easy to open a good start. Teachers andstudents are the two most important factors in the classroom teaching. Teachers’ teachingbehavior influences on the teaching quality which cannot be ignored. Among teachers’behavior, import skills are particularly important. But due to various reasons, in classroomteaching, some teachers do not design import that conforms to the students’ cognitivecharacteristics and the teaching goal. That leads to all kinds of problems existing in theelementary school mathematics new lesson. With the help of pedagogy theory, the authorsummarizes means, principles and effects of import. By listening to the teacher in theelementary school mathematics classroom and observing the classroom, the author sums upthe typical import case on the basis of class record. Questionnaire investigation and interviewhad been done to students and teachers respectively. In the basis of results of the survey andresearch, the author summarized out the main problems of the import. It mainly includes ofsingle import which is difficult to stimulate students interest; the import process become amere formality which is far away from teaching contents; import design ignores students’cognitive characteristics which lacks of master of time; teachers’ misunderstanding ofmathematics course standards limit students’ development; and classroom atmospheredepressing for the lack of interaction between teachers and students. The main causes areteachers’ old teaching concept, which focus on the results more than the process; teachers’backward ideas about students which ignore students’ subject status; teachers’ old-fashionedcurriculum ideas; incomplete knowledge accomplishment and short of teaching experience;and teachers judgment deviation to students’ cognitive level and so on. At last the author putforward the corresponding countermeasures and suggestions. Mainly includes of import way should be flexible, and stick to the teaching goal; teachers should read lesson standardscarefully, pay attention to students’ emotional experience; the import process should increasethe interaction between teachers and students; design of import should depends on thestudents’ particular case; teachers should absorb the excellent teaching experience of otherteachers and improve the level of their import.All in all, the import of the new lesson is successful or not, influences the teaching qualityand plays a vital role in teaching. Teaching has its method but non-fixed, and so does theimport. The selection of import method is determined by many factors, including theelementary students’ psychological characteristics, age characteristics, teaching contents andteaching target. It requires teachers create appropriate import under the premise of followingfactors. Building a harmonious, democratic, relaxed and happy classroom atmosphere isvital to stimulate students’ interest and thirst for knowledge, inspire students’ positive thinking,and get good teaching effect.