First, create a good teaching situation to stimulate students' active learning
Piaget, an educator, pointed out that children are active people and their activities are dominated by interests and needs. All effective activities must be based on some kind of "interest". Therefore, creating a teaching situation that is closely related to students' knowledge background and is of interest to students can stimulate students' full enthusiasm for learning and urge them to actively explore with a positive attitude and strong energy, thus achieving the best teaching effect.
For example, when I was teaching the lesson "Averaging", I created such a game situation. Choose five boys and six girls from the class to form a skipping team for boys and girls. (The rule is 10 seconds how many times to jump, and the teacher should weigh the number of jumps so that the average has no remainder. Then let the other students in the class be judges and let them judge which team wins. By creating game situations, students are eager to try and explore the secrets as soon as possible. In this process, students build their own knowledge system based on their existing experience and truly become the main body of learning. In this process, teachers are only the leaders and promoters of students' learning activities. Teachers create necessary conditions for students to explore independently and create a harmonious classroom atmosphere. Students doubt in the game, question in the game, dispel doubts in the game, acquire new knowledge, stimulate the interest of independent inquiry and develop the ability of independent inquiry.
Second, close to real life, improve students' ability to actively participate in solving problems
Mathematics comes from life, and life is full of mathematics. In mathematics teaching, we should pay attention to using life experience to let students learn to think and solve problems. For primary school students, their mathematics knowledge is not "new knowledge", but "old knowledge" to some extent. They have had a lot of experience about mathematics knowledge in their lives, and learning mathematics is the summary and sublimation of relevant mathematics experience in their lives. Mathematical problems are abstracted from reality. If mathematical problems are closely related to students' familiar daily life, it will help to improve students' problem-solving ability.
For example, after teaching the calculation of rectangular area, I asked the students to calculate the area of the classroom, the area of the basketball court, the area of their bedroom and living room ... and then took their measurement and calculation results to the classroom to communicate in groups. Another example: In the process of decimal teaching, some students often make the mistake of comparing the size of one decimal with that of two decimals, so I designed such a situation: you and your mother go to the supermarket to buy fruit, and a catty of grapes costs 7.45 yuan. My mother gave it to the salesgirl's aunt 7.5 yuan. Is that enough? To this end, the students launched an exploration discussion. In this way, mathematics is brought into life, which can arouse students' initiative to participate in learning, and students can also learn mathematics knowledge easily.
Third, hands-on operation to improve the ability of independent inquiry.
Suhomlinski said: "Children's wisdom is at your fingertips." The new curriculum standard attaches great importance to students' hands-on practice, and requires teachers to provide students with opportunities to fully participate in mathematics activities, learn mathematics and develop their abilities in activities. In operation, teachers need to provide students with a platform for independent exploration and discovery, so that every student can participate in the activities of exploring new knowledge, and finally achieve the goal of applying what they have learned and drawing inferences from others. Therefore, in primary school mathematics teaching, only students can really "move" and combine their brains with their hands. Through activities such as spelling, swinging, folding and cutting, students can play, move and learn, and all students can actively participate in teaching, thus cultivating students' ability of independent inquiry.
For example, teach an axisymmetric graphics class. I asked the students to fold and swing the observed figures and find out their symmetry axes. When I come across a figure with multiple symmetry axes (such as a circle and a regular triangle), I ask all the students to fold it by themselves first and find out the symmetry axis. Then the group will communicate and discuss with the whole class, and finally get the actual situation that this graph has multiple symmetry axes. For another example, when teaching "Knowing Clocks", I first ask students to touch the real clocks, observe and touch them, and then compare them with their deskmates, and then discuss in groups: What are the similarities between clocks and faces? Finally, students can easily draw the following conclusion: 1, there are two hands (an hour hand and a minute hand, actually there is a second hand), and there are 12 numbers, which divide the clock face into equal 12 squares. Through a series of activities such as comparison, touching and talking, students' enthusiasm for independent inquiry is fully mobilized, so that students are willing to learn, thus cultivating their independent inquiry ability.
Fourth, encourage bold questioning and cultivate the ability to actively explore and innovate.
"Learning begins with thinking, and thinking begins with doubt."
Asking questions can stimulate students' awareness of active inquiry, improve their interest and efficiency in learning, and cultivate innovative spirit of bold exploration and criticism. Only when there are always doubts and problems can there always be thinking and innovation. In teaching practice, we know that students' positive thinking begins with "doubt", which is the starting point of exploring knowledge. Only when they have doubts will they actively explore. Therefore, teachers should encourage students to question boldly, cultivate students' spirit of daring to ask questions and think, and improve students' consciousness of independent inquiry.
For example, in the teaching of "Preliminary Understanding of Multiplication", some students asked: "Why is 2+2=2×2 and 3+3 not equal to 3×3?" First of all, I praised the student's spirit of questioning. I didn't ask the students to answer immediately, but guided them to discuss, analyze and think. After thinking and discussion, the students understand that 2+2 and 2×2 mean the same thing, 3+3 and 3×3 mean different things, 3+3 means two three additions, and 3×3 means three three additions. In this way, the solution of this problem not only deepens students' understanding of multiplication knowledge, but also strengthens students' discovery of the problem.