1, independent arrangement, cooperation and exchange. Let the students sort out the basic knowledge of circle by themselves, and produce a work through reading and group work before class; Communicate, appreciate, analyze and evaluate in class to find out the advantages and disadvantages of each group of works. Returning the autonomy of review to students, combining in-class review with out-of-class review, the classroom becomes a stage to show students' thinking achievements. Students' works have various forms, such as painting, overview, list, table and tree structure ... It embodies the personalized learning advocated by the new curriculum standard, and also cultivates students' awareness of cooperation and competition and their ability of scientific analysis and evaluation.
2. Pay attention to strengthening and deepening understanding. According to the actual situation of students' previous study, we should focus on the circumference and area of semi-circle, the area of circular path and the area of known circumference for guidance and discussion. On the basis of students' comprehensive review of the related concepts of circle, we focus on solving typical problems that students tend to overlook and make more mistakes, so that students can understand the connections and differences between knowledge more deeply and truly achieve the purposes of "reviewing the past and learning new things" and "checking for missing parts".
3. Connect with life and learn to create. Combining with interesting examples in life, such as calculating the length of the rope needed to bind four bottles of beer and finding the area of the black part of the Yin-Yang Taiji diagram, students are encouraged to analyze the problems flexibly and seek the simplest solution. In this process, it is not difficult for students to realize the close relationship between mathematics and life and the charm of mathematics culture, and they can also enjoy the "epiphany" experience brought by greatly simplifying problems by using translation, editing and supplement methods.
In the process of using the tutorial plan, we can often see such a phenomenon: when students get the tutorial plan, they do the above questions, instead of using the questions in the tutorial plan to preview the textbook, return to the textbook and explore the content of the textbook; There are also a few teachers who only organize learning around the tutoring plan and don't pay attention to the teaching materials. Some even have a class for one semester, and the textbooks are shelved and almost new. Other tutoring programs are basically the same as the textbook exercises, but the data and situations are slightly changed, and even the order is the same. These practices of "replacing books with cases" are undoubtedly wrong. After all, the tutoring plan can't cover all the contents of students' classroom learning, and it can't replace the basic functions of teaching materials. The source of learning guidance mainly depends on the choice of teaching materials or other teaching texts, and it should be a process of "redesign" and "secondary processing" of learning content from the perspective of students. Unfortunately, some teaching materials are very suitable for students to learn by themselves and are good materials to guide their study, but they are abandoned or created at will by teachers.
For example, when I was teaching the content of "the height of triangle" in the second volume of grade four, I designed such a guiding question:
1, what is the height of the triangle? How to draw the height of a triangle?
2. How high is the triangle? Are triangles all three heights?
As a result, students argue whether all triangles have three heights. Some say that the right triangle is only one height, some say that the obtuse triangle is only one height, and some say that the obtuse triangle is not that high ... The classroom is in chaos, and several excellent students can't convince anyone. More students are at a loss, because "the classification of triangles" is the content after the characteristics of triangles and has not been learned. Most students don't know the definition of these triangles. Teachers did not fully consider the logical order of teaching materials and the actual situation of most students when compiling the counseling plan, and blindly raised difficult thinking questions, which caused confusion in the knowledge system and classroom order. So I make full use of the guiding function of the textbook in teaching, improve the design of guiding questions, and guide students to explore the height of the triangle, which has achieved excellent teaching results:
1, what is the height of the triangle? What did you read from this passage in the textbook P8 1? Which words do you think are the key?
Try to analyze:
(1) height is a ();
(2) The height and bottom are (), one side can be used as the bottom, and the other two sides () can be used as the bottom.
2. What is the method of drawing height? There are no charts in this book. How to put the triangle? Can you draw it?
This kind of tutoring plan makes a deep and moderate excavation of the content of the textbook, which can guide students to fully and accurately understand the meaning of "high" and the corresponding relationship between bottom and high, and lay a good foundation for subsequent study. When learning the method of drawing height, it makes up for the shortage of direct drawing in textbooks, so that students can draw the position of triangle, which can not only train students' standardized drawing habits, but also break through the difficulties of operation, and skillfully push the boat with the current, which can be described as killing two birds with one stone.
In short, in the process of using the tutorial plan, we should follow the basic concept of the new mathematics curriculum standard, handle the relationship between tutorial and learning, practice and thinking, plan and materials, and strive to get out of paranoia and extreme misunderstanding, so as to effectively improve students' learning ability and create a harmonious and efficient classroom!