First, the significance of student subjectivity
1. The subjectivity of students is an index to stimulate learning enthusiasm.
As the saying goes, twisting melons is not sweet, and so is learning. In traditional teaching, what has been instilled for a long time is the educational model of "bullying" students under the teacher-oriented concept. Many students are critical of indoctrination education, but they dare not speak out. In actual teaching, students' resistance to teacher-based dislocation education, although not directly confronted, is reflected in private, mainly manifested in the decrease of learning initiative. It is true that teachers should be guided in learning, and should not strengthen their educational image too much, which will only damage students' enthusiasm for learning. From the essence of learning, the exertion of students' subjectivity is the expression of learning consciousness, and it is also the embodiment of learning subjectivity, which is an index to stimulate students' learning passion. From this point of view, high school mathematics should face up to students' subjectivity and actively guide students to participate in teaching.
2. Subjectivity is the key to expand students' thinking.
Learning is to think, so-called learning without thinking is useless. If you want to guide students to think, if students slack off, it is futile for teachers to be eager again. In practical teaching, students are the main body of thinking, and students should be guided to play their subjectivity. Only when students understand the importance of thinking on the level of consciousness and think actively and consciously can they help to internalize knowledge and expand their thinking. In short, giving full play to students' subjectivity in teaching practice can help them expand their thinking and lay a good foundation for their future study and life.
Second, the analysis of practical problems in teaching
By investigating the reality of high school mathematics teaching, it is not difficult to find many problems, as follows: First, at present, high school mathematics teaching is mostly to cope with exams, so the teaching process often only pays attention to instilling knowledge, and students are seriously ignored. Most students learn knowledge by rote, losing their enthusiasm for knowledge over time and being very passive in the face of learning. In addition, in the practical teaching of high school mathematics, the interaction is not strong, not only between teachers and students, but also between students. It is not difficult to imagine that learning efficiency is naturally low without inquiry and communication.
Third, give full play to the students' main role.
1. Course introduction implements interactive teaching activities to highlight students' subjectivity.
Students should have a certain understanding of the general idea or the overall situation before studying. To achieve this effect, we must first do a good job in curriculum introduction. In the traditional mathematics classroom, the introduction of courses is often completed by teachers, and there is a phenomenon of doing everything by themselves, and students lack participation. However, interaction is one of the specific requirements of practical teaching, and active measures should be taken to implement the requirements of interactive teaching in mathematics teaching. Therefore, in the course introduction stage, teachers should get rid of the shackles of "teacher-oriented" educational thought, face up to students' subjectivity, actively integrate into interactive teaching in the course introduction stage, give students enough practical opportunities and improve their practical ability. Therefore, in the course introduction stage, teachers can actively create interactive teaching situations based on real life to stimulate students' subjectivity. For example, when learning "rotating graphics" (the eighth grade course of high school mathematics), it is easy to link its theoretical knowledge with practice according to the characteristics of teaching content. In view of this, teachers can use intuitive teaching resources, create intuitive teaching situations, and guide students to use their stationery for rotating demonstrations, such as using the most commonly used tool in teaching-"textbooks" for rotating demonstrations. First of all, the teacher should guide the students to choose two books with the same size and put them on the desk in parallel, then let the students rotate one of them 90 degrees with the plane as a reference, and finally let the students observe the phenomenon, ask questions and try their best to study the cause and effect. By creating such a teaching situation, we can not only make the teaching content concrete, but also help to enhance students' subjectivity, thus helping to acquire knowledge in the process of inquiry and improve the efficiency of knowledge internalization.
2. Establish cooperative learning groups to give full play to students' subjectivity.
As the saying goes, a person who studies without friends will be ignorant. In the process of learning, you need to "see Si Qi" and correct the cognitive misunderstanding, so as to improve the knowledge structure and improve the learning efficiency. Therefore, in senior high school mathematics teaching, full communication and interaction can effectively improve teaching efficiency. In order to encourage students to actively communicate and interact, it is necessary to create a cooperative teaching situation. In view of this, in high school mathematics teaching, actively organizing and constructing cooperative learning groups and giving task guidance can actively create a good cooperative exchange learning atmosphere, encourage students to express their individuality in exchanges and cooperation, and improve themselves in the process of completing tasks. For example, when learning analytic geometry, teachers can actively build learning groups, assign them tasks, and promote students to learn from each other. For example, the topic can be as follows: Given that the surface area of a cuboid is 1 1, and the sum of all sides is 24, find the length of a diagonal. It is not difficult to see that this comprehensive problem involves not only the formula of cuboid area, but also some knowledge points such as geometric common sense and solving equations. Organizing students to solve this problem in groups can promote students to learn from each other, help each other and cooperate with each other, so as to achieve the effect of checking and filling gaps.
3. Ask divergent questions and face up to students.
In senior high school mathematics teaching, passive learning mode can not effectively promote the internalization of knowledge, while inquiry learning can not only effectively correct the problems existing in students' learning, but also help to stimulate students' subjectivity and expand their thinking through inquiry and thinking. In senior high school mathematics, teachers can use open questions to create inquiry-based teaching situations, so as to give full play to students' main role. For example, when explaining geometry theory knowledge, teachers should get rid of the traditional "indoctrination" strategy and adopt reasonable questioning methods to guide students to actively participate in inquiry learning. For example, there are many methods to prove the parallelism of spatial planes, among which theoretical method and vector method are the most commonly used in high school. In view of this, teachers should set reasonable questions in actual teaching to give full play to students' main role.
4. Design classroom activities to stimulate students' subjectivity.
In high school mathematics teaching, the single teaching mode not only restricts students' learning potential, but also is not conducive to practical teaching. Therefore, it is very important to design effective classroom activities in practical teaching. Scientific and effective classroom activity design should meet the teaching objectives, while poor classroom design will always hinder the realization of teaching objectives. Specific to high school mathematics education, it is necessary to stimulate students' subjectivity, with the basic teaching goal of cultivating students' scientific mathematical thinking and improving students' literacy. Therefore, the design of classroom activities should be combined with actual teaching, thus highlighting the effectiveness of teaching. For example, design some practical games according to the teaching content, give full play to students' main role, and guide students to participate in actual teaching independently.
To sum up, situational teaching should be skillfully used in senior high school mathematics teaching, such as constructing cooperative learning situation, inquiry learning situation, actual teaching situation, etc., to stimulate students' subjectivity, cultivate students' inquiry consciousness, promote students' active participation in teaching, and finally improve teaching efficiency.