Mathematics is a kind of human culture, and students' learning is actually a process of re-processing and re-creation. In teaching, teachers should combine the characteristics of content, let students experience the process of trying to reprocess and recreate knowledge, and cultivate students' innovative learning consciousness.
For example, the second volume of the first grade of the national standard of Jiangsu Education Edition recognizes the teaching of multiplication, and the author designs the fragment like this:
Teacher: Please look at the pictures. Today is Zhang Hua's birthday. How many guests come home for dinner? If everyone is given a pair of chopsticks, how many chopsticks should be prepared for a * * *?
Health 1: There are 3 guests, 2+2+2 = 6 (only).
Teacher: How many should we prepare if 1 guests come again? (Media dynamic demonstration)
Health 2: 2+2+2+2 = 8 (only)
Teacher: A new friend of Zhang Hua's is here. How much will * * * prepare at this time?
Health 3: 2+2+2+2+2 = 10 (only)
Teacher: There are many such formulas in life. Can you write such a formula?
Health: ...
Teacher: How do you feel about writing these formulas? Can you express these formulas in a new way? (Report after group discussion)
Health 1:2□3=6
Health 2:2. ※4 = 8
Health 3: 2 # 5 = 10
Health 4:2×5= 10
Teacher: You have created a lot. Which one should we choose?
Student: the way to choose the fourth classmate, "X" means "+".
Teacher: This means that it has something to do with addition. In mathematics, we call it multiplication.
Through group discussion, students tried to express these special addition formulas in different ways, and teachers and students agreed to reveal multiplication, which stimulated students' innovative learning consciousness.
Second, explore target navigation and highlight innovative learning methods.
Paulia once said, "The best way to learn knowledge is to discover it yourself." Because this kind of discovery is the most profound to understand, it is also easy to grasp the internal laws, properties and connections. Teachers should stand on the height of cultivating talents with innovative spirit and practical ability, establish inquiry goals, let students carry out inquiry activities with the goals, and learn to discover and form methods in the activities.
For example, aiming at the teaching of the content of "Equal Possibility" in the first volume of the National Standard for Grade Three of Jiangsu Education Edition, the author has expanded and created some new teaching fragments as follows:
(There are 3 red balls and 3 yellow balls in each activity bag)
1. Independent attempt to touch the ball 10 times: perception phenomenon
(1) Guess, how many times can you touch the red ball and the yellow ball?
(2) Each person touches the ball 10 times at will, and draws the word "positive" in the record table to record the times when the two balls touch.
(3) Report the contact of the ball
2. Teamwork touching the ball 20 times: a preliminary study of the law
(1) Guess, how many times can you touch the red ball and the yellow ball?
(2) Cooperation and division of labor: ① Every 6 people are in a group, and students No.21record and fill in the experimental form. Students No.2 count the times of touching the ball, and students touch the ball in turn from 3 to 6 (group touching the ball).
(3) Group communication: How many times did the two balls touch? How many times is the difference between the red ball and the yellow ball in the group?
(4) Preliminary inquiry: ① Statistical summary, how many times did each group touch the red ball? Where is the yellow ball? ② What is the total difference between the two balls? (3) What do you think?
3. Explore the ball 40 times: find a conclusion.
Refine and summarize
Students have fully experienced three ball-touching experiments and gained rich experience in activities. From independent touch-cooperative touch-exploring touch, the number of touches is increasing. Through guessing, verification and analysis, on the basis of students' inference, teachers and students summarized the conclusions, organically infiltrated the ideas of statistics and probability, and cultivated students' innovative learning methods.
Third, realize creation and cultivate the emotion of innovative learning.
Innovative learning emotion is the soil that nourishes innovative thinking and innovative ability. In classroom teaching, teachers must give full consideration to the existence of students as an emotional person around us, attach importance to the dynamic role of students' emotional experience in learning effect, and pay attention to excavating students' emotional factors, so that students' emotions can reflect the value of creation in innovative learning.
The cultivation of students' innovative learning ability is a gradual process. Therefore, teachers should pay attention to the cultivation of students' thinking mode and learning behavior in teaching, so that innovative classrooms can promote students' personalized development.