Reflections on "Me and Elementary Mathematics"
Author: Qiao Xue
The book "I and Primary School Mathematics" written by Wu Zhengxian has benefited me a lot. It makes me deeply realize that the work of primary school teachers seems simple and hard \ ordinary and ordinary. When you really enter the inner world of students, when you have her wholeheartedly, you will realize the profound and rich connotation of teacher work. "Everything is for children" is the core of educational thought; "Being a teacher that children like" should be the goal that teachers have worked hard for many years. "Shifting the focus of primary school mathematics education and promoting students' development" should be teachers' conscious teaching behavior in their daily work.
What should teachers do? In my opinion, teachers should find a "meeting point" between the content of each class and students' real life, so as to arouse students' enthusiasm. In teaching activities, teachers should not only induce students' desire to learn to solve practical problems, but also choose the necessary conditions and information from the conditions and information to experience the happiness of success. Therefore, we should always provide them with familiar life experience, make full use of students' existing knowledge and experience and what they are familiar with to organize teaching, so that students can better perceive and understand what they have learned.
In the book "I and Primary School Mathematics", we can see that we should give full play to students' main role. To this end, I summed up the following points in my series in order to try to apply them in future classroom teaching.
[1] Strive to create an equal, relaxed and harmonious learning atmosphere in the classroom. Regarding the learning atmosphere, Suhomlinski believes that children's thinking and emotions are inseparable, which is an extremely important soil for developing children's intelligence and creativity. Students' thinking will be active only in an atmosphere of emotional pleasure. Therefore, pay attention to every student in class, encourage students to express different opinions in class, even if they are wrong, affirm reasonable factors in students' thinking, protect students' self-esteem and stimulate students' self-confidence. Encourage students to ask questions in class. You can ask questions about teachers' lectures and students' speeches at any time. Give praise and encouragement to students who ask questions, thus forming student-student interaction and teacher-student interaction in the classroom. course
The class often carries out the selection activities of "Best Question Award and Best Speaker" in the learning competition, which stimulates students' enthusiasm for learning.
[2] Create a situation to encourage students to actively participate in the teaching process. Students often think that they are or want to be an explorer, researcher and discoverer. Therefore, providing some challenging and exploratory questions in teaching will promote students' enthusiasm for learning mathematics. For example, there is an example in the book: when teaching the knowledge that the sum of internal angles of triangles is equal to 180, the teacher asks students to prepare various triangles in advance, instead of measuring the angle of each internal angle and marking it in the chart. The first teaching activity at the beginning of class is to "test the teacher". Students quote the degrees of two internal angles of a triangle. Please guess what is the third corner? Every time I throw a question, the teacher answers it like a stream and is accurate. The students were all surprised, so the problem appeared. Then let the students practice by themselves and find the rules by themselves. This creates speculation for students.
The learning situation allows students to guess boldly by intuition, turn the ready-made conclusions in textbooks into objects for students to explore, and change students' passive learning into active exploration and research.
[3] In class, teachers teach students to discuss and cooperate in learning, and also give students the initiative in learning. When teaching practical questions, ask students what information they have learned by reading the questions. What other questions can you think of? After the students ask questions, discuss the solutions in groups, and then let the students communicate. In this way, students can understand the structure and problem-solving ideas of application problems more thoroughly by saying them. Students are prone to make mistakes when teaching calculation problems. In class, let the students talk about the causes of the mistakes, then discuss the solutions, and then start to calculate, thus reducing the calculation errors.
[4] More intuitive teaching. According to the thinking characteristics of junior students, maps, prints,
Teaching AIDS, learning tools, etc. For intuitive teaching. When teaching the algorithm of two-digit addition, let the students operate, put a stick and say the algorithm. When teaching the characteristics of plane graphics, students are guided to make their own learning tools in class, so that students can explore and discover laws through activities such as folding, cutting and spelling.
[5] Make a math handwritten newspaper and let students do math. Nowadays, students have a wide range of knowledge, and there are many ways to acquire knowledge. The content of the new course may seem easy at first glance, but I don't want to listen to the old review class. In view of this situation, let
Students organize what they have learned into handwritten newspapers to help review. Some students sort out difficult and error-prone problems, some students write their own learning experiences, and some students edit extracurricular knowledge. In the activities of drawing, writing, searching and editing, students not only review and expand their knowledge, but also exercise and improve their practical ability.
[6] Encourage students to pay attention to mathematics in life and do a good job in math diary. Life itself is a huge mathematics classroom, and there are a lot of valuable mathematical phenomena objectively in life. Instructing students to use mathematical knowledge to keep a diary can encourage students to actively observe life, think about life problems and make life problems mathematical. For example, after learning the meaning of multiplication and division, guide students to observe and think about what problems in life can be solved with the knowledge of multiplication and division. Looking at students' diaries, we find that students' horizons are all over life.
All aspects of. "On Sunday, my mother bought a box of pears, and I counted them, a *** 12. I think you can take 2 tablets a day for 6 days. " "Today, the teacher arranged two pages to write new words, each page has 10 lines, each page has 10 words, and one * * * writes 200 new words." "Dad came home from work and asked me to buy him two bottles of beer, one from 3 yuan and two from 6 yuan" ... math diary made students more exposed to real life and observed it more carefully. Math diary also broadened students' horizons, cultivated their awareness of using mathematics, and enhanced students' ability to use knowledge to solve practical problems.
It can be seen that mathematics is not taught by teachers, but is learned by students themselves under the guidance of teachers. In teaching, teachers should create scenes, provide opportunities for students, give students enough time and space, and let students actively explore new knowledge, discover laws and summarize laws in exploration. Therefore, in classroom teaching, we should leave more time for students to operate; Leave more time for students to beg.
About expressing one's opinions; Give students more time to ask questions. Ensure that there is enough time and space for students to communicate, discuss and ask questions in class.
In a word, mathematical knowledge comes from life. Teachers actively create conditions in mathematics teaching, fully tap the mathematics in life, create vivid and interesting life problem scenarios for students, help students learn, encourage students to be good at discovering mathematics problems in life, and develop an attitude of using them to observe and analyze things around them.
And learn to use the mathematics knowledge to solve practical problems, and strive to enjoy the fun of learning mathematics in real life. More importantly, let students feel the connection between mathematics and life, that is, mathematics comes from the reality of life, mathematics is applied to life and serves life.
Finally, I would like to end by quoting a passage from Li Zhenxi's Love and Education: "Quality education is first and foremost an education full of feelings. A sincere educator must be a sincere humanist. A teacher who is truly loved by children must be alone. "