I. Preparations
Suhomlinski said that the key to the success of a class depends on how enthusiastic the students are in this class. What's more, inquiry teaching is based on students' activities, and students have different interests in different knowledge. Therefore, only by preparing for students' understanding and research on teaching tasks can we ensure the smooth development of inquiry teaching.
1. Analysis of students' basic situation
The characteristics of the students in the class are: poor mathematical foundation and serious inferiority complex; Most of the students are girls, most of them are shy, and the classroom response is relatively deserted; Poor study habits, mostly passive learning, it is difficult for the mind to stick to a class; In terms of knowledge, junior high school inequality knowledge is different, and the understanding level of function thought is relatively low.
2. Analysis of teaching tasks
In this chapter, on the basis of studying linear inequalities, linear equations and linear functions, we study equations and inequalities from the perspective of functions. This topic is the first section of the second chapter "Basic Properties of Inequality", which plays a connecting role in the teaching materials, lays the foundation for studying quadratic inequality in one variable in the future, and is an important foundation and necessary skill for students' follow-up study.
Second, the embodiment in the teaching process
1. Stimulate students' desire to explore by creating situations.
In the new curriculum, it is not difficult to find that students' inquiry activities are all around problems, and the starting point of inquiry teaching is teachers' setting of problems. Therefore, when preparing lessons, teachers should first pay attention to how to design boring and abstract teaching contents into several attractive and acceptable inquiry questions according to the teaching objectives and teaching contents of a class, so as to fully stimulate students' curiosity.
In view of the characteristics of students in the class and the characteristics of teaching content, I pay special attention to attracting students' attention by creating attractive situations at the beginning of the class in the teaching design of the basic nature of inequality. I showed a photo of Yao Ming and Liu Xiang through multimedia, and the students were very excited to see their familiar idols, which formed a relaxed and free atmosphere of inquiry and gave them the impulse to learn more about this class. Then I asked the question at the right time: "Talk about the difference between Yao Ming and Liu Xiang." The students gave many answers: "different heights", "different movements" and "different sizes of hands". According to the students' answers, I summed it up: "There are many such unequal relationships in daily life." The design of this link not only enlivens the topic atmosphere, but also guides students from real life, actively creates a harmonious learning environment for students, stimulates students' enthusiasm for learning, and makes students consciously participate in learning activities.
This way of creating situations to explore problems is still reflected in this lesson. For example, when explaining how to use inequality to express inequality, I made appropriate changes to the inquiry questions in the textbook, using photos of class students participating in sports meetings, QQ farm pictures, speed limit signs that often appear on highways, and so on. , arouse the enthusiasm of students' inquiry activities. The design of these links makes students understand the characteristics of inequality initially, paving the way for students to explore the basic properties of inequality independently through their own practical activities in the follow-up study.
2. Clever guidance to cultivate students' autonomous cooperative learning ability.
In the lesson of "Basic Nature of Inequality", firstly, through group communication, the unequal relations that can be expressed by inequality in life are listed, so that students want to know more about inequality. Then by completing a set of fill-in-the-blank questions, let the students get the basic properties of inequality through their own observation, guess, try and verify. Because the fill-in-the-blank problem is relatively simple at first, all the students are willing to try and practice, which paves the way for further exploration. Finally, the induction of conclusions in class is left to students, who can sum up the rules themselves, which fully embodies the autonomy and spontaneity advocated by inquiry teaching.
Through the above-mentioned inquiry activities, students' understanding of the essence of inequality has risen from perceptual to rational, and at the same time, they have developed their language expression ability, independent inquiry ability, reflection ability and self-learning ability.
3. Through extension, let inquiry run through the whole classroom.
We have always had a misunderstanding about inquiry learning class, thinking that the new curriculum concept only attaches importance to the process of inquiry and summary, and often ignores the cultivation of students' practical problem-solving ability. In fact, there is no contradiction between inquiry and the cultivation of students' problem-solving ability. In the course of "Basic Properties of Inequality", after students reach a conclusion through inquiry, I illustrate by examples that students can immediately put themselves into the application of the conclusion, and by solving some mathematical problems, let students know how the previous conclusions are applied and what problems these conclusions can solve. At the same time, I also designed the final problem-solving into several small problems, so that students can solve problems independently in the process of calculating and finding the law.
Third, reflect on several problems that should be paid attention to in the teaching practice.
The teaching practice of the course "Basic Properties of Inequalities" has given me a lot of inspiration. I found that in the practice of inquiry teaching, there are still many problems that need our attention.
1. Teachers need to lower their "posture" appropriately and have an equal dialogue with students.
In the traditional view of education, the basic task of teachers is to pass on knowledge to students. Because teachers' experience and knowledge are always higher than students', it is difficult for them to feel the same way about the same problem. Often teachers can't understand students' difficulties, and it's not surprising that teachers in places where students succeed. Invisibly, the teacher's condescending attitude will have a bad influence on students in the dialogue between teachers and students. Therefore, in inquiry learning, teachers need to lower their "posture", position themselves as a learner, experience the tortuous learning process with students, and feel the joy of failure and success in learning.
2. Correctly handle the relationship between teachers' guidance and students' exploration.
In the process of inquiry learning, as the subject of inquiry, students need to discover new things through their own inquiry. In order to accomplish this task successfully, teachers, as guides, should play the role of guiding lights, not only to guide students in time when they are out of the topic, but also not to let students explore aimlessly, and at the same time, not to excessively contain students' thoughts and cause the phenomenon of "pseudo-exploration".
3. Pay attention to all participants and let every student experience the fun of success.
Successful inquiry teaching is inseparable from students' active participation. To achieve the goal of involving all students, everyone must have time for activities, including underachievers, and always firmly believe that "every student can succeed", so that every student's potential can be brought into play, all students' personality development at all levels can be satisfied, and all students can experience the joy of success.
4. The practice of inquiry learning has some limitations.
In the teaching process, it can be found that when the class size is large, it is often impossible to take into account every "participant", which is the limitation of personnel; Moreover, due to the consideration of teaching content and implementation details, when the school arranges fewer class hours, it can only adopt selective application, which is the limitation of query coverage.