The new curriculum calls for a vibrant classroom. < < New Curriculum Standards for Mathematics > > It is pointed out that "Mathematics learning should be a lively, active and personalized process." The classroom teaching under the guidance of new ideas should be based on the needs of students' all-round development, pay attention to creating ecological conditions for students' free development, make the classroom full of sunshine and dew for students' emotional, wisdom and personality growth, make the mathematics classroom with rational beauty shine with humanistic light, be full of vitality, attract students to study happily, and let students really become the masters of classroom learning. As a math teacher, I think we can make efforts from the following aspects to make our math classroom full of vitality.
First, create lively and interesting situations to stimulate interest and make the classroom full of interesting vitality.
Suhomlinski once said: "If teachers don't try their best to make students have a high emotional and rational mental state, and they are eager to impart knowledge, then this kind of knowledge can only make people have an indifferent attitude. Emotional mental work will become a heavy burden for students. " For primary school students, the enthusiasm for learning first comes from interest. If lively and interesting situations are introduced into the classroom, students can enter a positive learning state. For example, when teaching "table application problems", I made a multimedia courseware to take students into the beautiful big forest and give them problems in the big forest. When I first entered the forest, there was a picture of chickens: four ran out first, three ran out again, and then marked "one * * *, how many?" Form familiar picture application problems for students to solve easily. Then a table flew in, with a picture of a little monkey next to it, and put forward new requirements: put this picture in the table, how to put it? Students begin to operate, put the chicken picture prepared in advance on the table, and let the picture application problem naturally transition to the table application problem. Let students solve problems in the process of "playing" in the forest, and natural, relaxed and interesting emotions arise. In this way, the introduction of new courses is naturally appropriate and interesting, which firmly attracts students' attention, integrates students' thinking activities with teachers' classrooms, and grasps knowledge in activities.
Interest in learning is a great motivation for students to actively explore knowledge. Compulsory learning without any interest will stifle students' desire to explore the truth. Therefore, as teachers, we should take the initiative to understand the current students' thoughts, organize teaching materials reasonably according to the different needs of students, tap their internal interest factors, make boring mathematics knowledge interesting, and make students have a strong interest in mathematics, so as to actively learn and make our mathematics classroom full of vitality!
Second, let students become the masters of learning and make the classroom full of vitality.
In math class, we ignore the development of students' emotion, imagination and comprehension, and ignore the existence of life. We overemphasize the memory and imitation of knowledge, which restricts children's mouth, hands and brain, suppresses students' initiative and creativity, and finally makes teaching mechanical and boring, lacking childlike innocence and spirituality, and lacking vitality.
1, students take the initiative to participate, operate and "move" in class.
Active is the nature of primary school students, and games can effectively mobilize students' hands, mouth, brain and other senses to actively participate. In teaching, give full play to the intuitive role of teaching AIDS and learning tools, and consciously arrange some activities of "posing and drawing", so that students can do it themselves and practice it, and closely link external actions with implicit thinking activities. For example, when teaching "axisymmetric graphics", I prepared rectangular, square and round pieces of paper for students. In the process of guiding students to "fold, compare, draw, guess and cut", students realize the characteristics of axisymmetric graphics, so as to draw axisymmetric graphics of simple graphics on grid paper for the next step. The whole learning process takes students' independent activities as the main way, giving students the initiative in mathematics learning, encouraging each student to actively participate in and practice, making students really "move" in the classroom, and embodying signs of life in the mathematics classroom.
2. Students boldly ask questions, actively discuss and "live" the class.
Learning often revolves around "what to learn? Why study? How to learn? How to learn? " Teachers should encourage students to question boldly, ask why, induce and stimulate students' thirst for knowledge and think deeply. Let students discuss in mathematics teaching, which can fully reflect students' dominant position, and can change the teaching mode that teachers give priority to "talking" and change "talking" into "guiding", so that students can actively acquire new knowledge. For example, in the teaching of "rectangle perimeter", the derivation of rectangle perimeter formula is the key point, and the teacher can show a rectangle with a length of 6 and a width of 3. Then ask the question: What are the methods to calculate the perimeter? After group discussion, four methods are obtained: ① (6+3) × 226+6+3+336 × 2+3 × 246+3+6+3. Then guide the students to discuss and compare, which method is the simplest, and get the calculation formula of rectangular perimeter, that is, c = (a+b) × 2. Thus, gradually guide students to discuss, students' thinking is constantly activated, students become active learners from passive objects, become masters of learning, and show the vitality of life.
Third, encourage competition and evaluation to make the classroom full of high vitality.
Adopting competitive teaching method in time can enhance students' self-confidence and improve their learning enthusiasm. For example, choose a student from each row as a representative and do a quiz in front of the blackboard. I just finished: which row of representatives is doing it right and fast? The atmosphere in the classroom suddenly came alive. The students above shoulder the heavy responsibility and go all out. The students below can't wait to try their best to cheer for their partners above. The application of the competition greatly enhanced all students' awareness of participating in learning, and made students show enthusiastic learning emotions and absorbed thinking state, which received solid results. You can compete between individuals and groups, and simple answers can be answered by "rushing to answer", "waving" and "blinking". For more difficult problems, take "team relay race" and other ways.
In teaching, teachers should also look for the bright spot of each student, say more words of encouragement and praise, less reprimand and less criticism, so that students can have a positive learning mood. Maslow said: "Everyone is eager to be affirmed and praised by others after doing something well. This kind of praise is the fundamental reason to motivate people to strive for self-improvement and inspire people's high emotions. "Psychological research also shows that children need to express and show their desires. Therefore, teachers should conform to students' psychology, create opportunities, guide the situation according to the situation, give encouraging evaluation in time, and provide students with opportunities to express themselves.
In the process of learning, all students who actively participate in learning should be fully affirmed, and the evaluation should be graded according to the individual differences of students, instead of measuring every student with the same ruler, the focus should be on motivation. For example, when students at different levels adopt different achievement standards for the same topic, so that students with learning difficulties can reach lower standards, they also have the opportunity to get excellent grades, and excellent students pursue higher quality homework under higher standards. In the teaching of lower grades, when a child puts forward creative methods to solve problems, he calls on the whole class to applaud him and says, "XXX, you are great!" " "In class, cut all kinds of beautiful patterns with colored paper, such as writing formulas on apple-shaped paper. If the child answers correctly, the whole class will say to him, "You are great! This apple is for you! If the answer is wrong, tell him, "Please keep trying! "Classroom evaluation under the new curriculum is not only based on teachers, but also on students, forming a good atmosphere for mutual evaluation among students. For example, "I think he is right ..." "I have something to add ..." Let students not only satisfy their curiosity in the process of evaluating others, but also let them feel the joy of learning and enjoy the joy of success, which re-stimulates their enthusiasm for learning and further stimulates their desire to explore independently.
In short, in mathematics teaching, teachers use new ideas to create new classrooms, change different teaching methods, give students a sense of freshness, keep students' interest in mathematics learning, and let every student think positively, speak actively and participate enthusiastically. Using encouraging language to stimulate students' enthusiasm for learning will naturally make mathematics classroom full of vitality and realize the synchronous development of knowledge and ability.
On how to make mathematics classroom full of vitality
The new curriculum standard points out that the content of mathematics learning is realistic, meaningful and challenging. Mathematics learning should be a lively, positive and energetic process. How to make the math classroom full of vitality, I think we can start from the following aspects.
First, establish a harmonious relationship between teachers and students.
American psychologist Rogers pointed out: "Successful teaching depends on sincere, understanding and trusting teacher-student relationship and harmonious and safe classroom atmosphere." Good teacher-student relationship is the key to classroom teaching full of vitality. When the relationship of mutual trust and respect, mutual acceptance and understanding is established between teachers and students, education can be accepted by students, and students will be more active in learning. As the saying goes, interest is the best teacher. Once a student is interested in the teacher, he will also be interested in the math class. On the other hand, if students feel that they can't get the trust and understanding of teachers, they won't have the enthusiasm for learning, which will make the classroom lifeless. No matter how vivid the teacher lectures, it is impossible to attract students to participate in learning, especially mathematics teaching. If the boring math class is turned into an "activity place" that students are interested in, students will be in a positive emotional state and actively participate in math activities happily, thus making the class full of vitality. Teachers occasionally use humorous language or speak a few words of English. For example, when a math teacher was reviewing the measurement unit, he made a mistake: this morning, I got up from a 2-ton bed and looked at the clock. Yo, it's almost 8 meters. I quickly put a 30-gram pencil box and a 250-square-centimeter milk into my schoolbag. The schoolbag suddenly weighs a lot, 4 hectares, and I can't carry it ... Humor, like a fragrant flower, brings vitality to the math class, narrows the distance between teachers and students, and students' passion will be higher. Only students' passion can irrigate a dynamic math class.
Second, create a targeted and interesting teaching situation
As the saying goes, "A good beginning is half the battle". Teachers strive to organize and recreate the knowledge points in the teaching materials according to students' knowledge experience and life experience, create targeted and interesting teaching situations, give knowledge to students' favorite situations, let students learn mathematics in the situations, attract students when they enter the classroom, and let students experience the formation process of knowledge in a relaxed and happy atmosphere in the whole classroom, so as to achieve the purpose of mastering knowledge and developing intelligence. We can choose to introduce new lessons in story situations, in question situations and in suspense situations. ...
Pupils are naive and lively, and like games. For example, in order to avoid single calculation and simple repetition, in the application of mathematical knowledge, create game situations, let students practice in the form of games, entertain and educate, promote thinking with interest, and pay attention to full participation. For example, when teaching "addition and subtraction of decimals", the teacher creates a situation of "shopping in the store" and sets up a "counter" with many goods marked with prices, so that students can "buy" two of them and work out how much money. Students are in high spirits and never tire of it. The introduction of the new curriculum makes the original boring calculation teaching full of childlike interest, makes students have a strong desire to explore and can't wait to devote themselves to the construction of knowledge, which not only consolidates new knowledge, but also achieves the effect that mathematics becomes charming, full of spirituality and vitality although the class is tired.
Third, create an active classroom atmosphere.
In the process of teaching, in the face of students who are quick-thinking, emotional, lively and eager to learn, teachers should try their best to render a strong emotional atmosphere, arouse the sound of * * *, and make the classroom full of vitality. Education is not only a science, but also an art. Experienced teachers are always good at creating and using effective teaching methods, and discussions are heated in class. In classroom teaching, teachers should be good at using calm thinking, humorous laughter and enlightening answers. At the climax, teachers and students are full of passion and thoughts; When you relax, think calmly and digest the aftertaste. They calmly deal with the sudden interference information and the destructive atmosphere that will be caused in the classroom, treat it differently, or skillfully resolve it to make it disappear; Or take advantage of the trend and turn harm into benefit; Or deliberately avoid it and put it after class. Of course, an active classroom atmosphere is inseparable from novel and diverse teaching methods and interesting activities, so as to expand students' free space for innovative learning and stimulate students' brains to stretch their personalities to the maximum extent, thus achieving the harmonious unity of knowledge and emotion, knowledge and ability. For example, when the teaching is constantly increasing or decreasing, the teaching method of performance can be adopted. Before class, the teacher prepares some props, such as hats with various animals and characters. First, invite three children to wear hats with chickens to play and eat rice together. At this time, two chickens came, and later 1 chicken. According to the performance, please tell the students about the performance process and ask questions: "Now, by choosing such an interesting performance method, or adapting some knowledge points into nursery rhymes and jingles, students are highly motivated, so don't worry about the lack of vitality in the classroom.
Fourth, make mathematics live, so that the classroom is full of vitality.
Mathematics comes from life and serves real life. Life is a big stage, and students will encounter all kinds of problems in life. If they can use what they have learned to solve these problems, they can realize that mathematics is "necessary for everyone", thus creating a strong demand for further learning mathematics. For example, a teaching clip goes like this:
Teacher shows the scene: There are schoolbags and pencil boxes on the container. The schoolbags are priced at 1 1 yuan, and the pencil boxes are priced at 3 yuan. The problem is: a child went shopping with 50 yuan and bought 6 pencil boxes. How many schoolbags can he buy with the remaining money? The students answered in columns, and most students thought they could buy two schoolbags. At this time, student A said: I calculated it like this: (50-3× 6) ÷1= 32 ÷1≈ 3 (1) The rounding method is equal to three, so the remaining money can be used to buy three schoolbags. As soon as his voice fell, another child immediately retorted: No, rounding can't be used, because it takes 33 yuan to buy three, and there is not enough money. Everyone agrees with this statement. Student a was anxious and said, I can ask the salesgirl to sell it to me cheaper. The rest of 32 yuan money, only three schoolbags are missing 1 yuan. I bought so many stationery, she will sell it to me cheaply 1 yuan. What a creative idea this is. Mathematics comes from life and serves life. Students get psychological satisfaction from using mathematical knowledge as a "tool".
Well-designed mathematics open-ended questions not only help to cultivate students' application consciousness and ability, but also help students to form a psychological state of active exploration and creation in the process of solving problems, and help to mobilize the enthusiasm of students at different levels and cultivate their innovative spirit. For example, I designed an open-ended question: Xiaohong and Xiaofeng set out from school at the same time. Xiaohong walked 60 meters per minute, Xiaofeng walked 70 meters per minute, and separated after 65,438+00 minutes. Because of the fixed thinking of "meeting problem", students only draw the conclusion of (60+70) × 10 = 1300 (m) from the thinking angle of "walking in opposite directions". Their thinking was blocked for a period of time, so I inspired them to draw pictures in time to help them think, and the students' thinking expanded, and then I came to the following two conclusions: if Xiaohong and Xiaofeng. What if it is neither "moving in the opposite direction" nor "moving in the same direction"? The students came up with all kinds of answers. The students are both surprised and delighted with their "discovery", and the classroom is full of vitality.
In the teaching process, teachers should always pay attention to "life" as a bridge and link to make mathematics teaching close to life, so as to achieve the unity of teaching materials and students' needs, guide and support students, help students move towards teaching materials, return to life, and let students learn for "needs". Only by making students succeed in classroom life can teachers achieve real success. In short, "life" is the starting point and destination of students' mathematics learning. In classroom teaching, teachers should truly make mathematics problems live and mathematize life problems, so as to better cultivate students' applied mathematics skills, develop students' innovative thinking and improve their mathematics quality.
Five, the correct use of evaluation function
In the process of students answering questions and generating ideas, teachers should not express their opinions for the time being, so that participants can speak freely and inspire each other in a harmonious atmosphere, and finally draw the perfect conclusion as possible. For example, when I was teaching translation and rotation, I asked the students, "What are the phenomena of translation and rotation around us?" The students quickly answered the window first, and then there was a silence. At this moment, a classmate is pushing a pencil box on the table. A classmate next to me found out and quickly answered "the same is true." Then the excitement began, and the students found "planes, wheels, etc ... the classroom was quiet again." Probably inspired by the classroom electric fan, some students suddenly answered "the clock is turning" and "the hula hoop is turning" and so on. If the teacher makes an evaluation too early, it is obviously not conducive to the students' thinking to expand to a deeper and wider space, so that they can not extend their concepts better. When students answer, teachers should pay attention to listening, accept with a pleasant attitude, and then encourage students to answer actively. Teachers should always say "You are a thoughtful child", "You are fine, the teacher hasn't thought of this method yet" and "I want to learn from you" ... If teachers don't pay attention to students' answers, students will be perfunctory. When students' answers are not correct and complete, teachers should point out the valuable and acceptable contents in the answers and further guide students to analyze the questions in depth.