Passionate, this is my first cognition of teacher Zhang after reading it. In class, Mr. Zhang leads students into the panoramic mathematics world with a Shandong accent that I feel very cordial. However, these are just external personal charms. After reading the whole class, I think it is necessary to have a panoramic view of Teacher Zhang and his panoramic mathematics.
It is better to hear than to see, to see than to do, and to do than to miss. This is the first place that impressed me in this course. It is normal for students to make mistakes. I often tell my children in class, don't be afraid of mistakes, which means you are one step closer to progress. Fault tolerance should be a concept shared by me and panoramic mathematics, but students may prefer teacher Zhang's statement. After fault tolerance, we should also pay attention to how to guide students to analyze their own mistakes. Knowing this, the corresponding knowledge will naturally be solved. When I asked the teacher before, the teacher said to kneel down and prepare lessons. Now I want to come here to prepare not only textbooks, but also students' hearts.
I deeply understand the meaning of the question, which is the second place that impressed me. The word "deep understanding" is no stranger. It often appears in various teacher training topics or teacher books. It is presented intuitively to students for the first time. When I first saw it, I raised my own doubts: Is this sentence a little early for fourth-grade students? After all, students' understanding ability is here, and abstract thinking has not reached a certain height. But teacher Zhang told me in a class that students can "pick peaches" as long as they are given the right ladder.
Mathematics is a kind of thinking in the final analysis, which is the third place that impressed me deeply. As mathematicians, we have always said that mathematics pays attention to the way of thinking, encounters problems, analyzes problems and solves problems. For the topic in the video, we use paper instead of iron. I think it is natural, but here Teacher Zhang takes it out and asks the students, who gave two answers, paper instead, painting instead, and no scissors? Use a pen instead and draw a line instead. Especially in teacher Zhang's interpretation, students' doing can be divided into many kinds: doing it by hand, doing the problem, thinking about doing the problem, and thinking about doing the problem is doing it at a higher level. It is better to teach people to fish than to teach them to fish. How to make students learn to think is the direction of my thinking.
The interpretation of the topic is another point that impressed me deeply. There are definite information and uncertain information in the topic, and the uncertain information is the wrong point. I usually pay attention to students' understanding of the topic, especially to grasp the key words, find the trunk and learn to analyze the topic. But for some variable questions, it is difficult for students to grasp. Teacher Zhang's "uncertain information" reminds students to pay more attention to the variables in a topic when analyzing it. For example, the reciprocal of a number must be greater than itself. Why is it wrong? Because "a number" is uncertain, it may be an integer decimal or a fraction.
Structured cognitive conflict, I think this should be the place where students are impressed. Teacher Zhang constructed two obvious cognitive conflicts, which made students feel that with the increase of knowledge, the previous methods may not be used in new knowledge or even become a stumbling block. This is the mentality of students. Through a question, students can realize the shortcomings of mindset. I think they will pay more attention to analyzing topics in the future than before.
When sharing after class, Mr. Zhang talked about a lesson, using taste to feel the score. A snack can only be eaten by students who have just divided it into four parts on average, and the students try to divide it into four parts equally for the sake of face. Then take out a quarter and put it in your mouth, feel the space it occupies in your mouth, feel the time you chew slowly, and then put the remaining three quarters in your mouth at one time to feel the space and chewing time in your mouth, so that students can feel that three quarters are bigger than one quarter. Multi-sensory understanding of mathematics, students' understanding must be much deeper than watching.
? In the three views, teacher Zhang asked a question that everyone is familiar with but rarely asks: Why do you look at it from these three angles? When we are in class, we only know what three views are, but we never think about why we should look at them like this. After listening to teacher Zhang's explanation, I suddenly realized. I think, if we can explore the origin of knowledge with students in class, maybe many "problems" will not be called problems!
Mathematics is a kind of thinking, which requires us to analyze it slowly from a panoramic perspective.