First, the organizational form of open teaching
The organizational form of open teaching is to adopt various teaching forms according to the actual situation and learning content in teaching.
(A) from the actual teaching content, organize the implementation of "big classroom" teaching.
The so-called "big classroom" teaching is to organize students to go out of the classroom. For example, on-the-spot investigation, or students do their own social investigation, access to information and other ways to learn. "Large class" teaching has broken the single centralized classroom teaching form. On the one hand, it can broaden students' knowledge horizons, break the limitations of classroom learning and encourage students to acquire knowledge creatively. On the other hand, we can establish the connection between book knowledge and reality, so that students can fully realize the value of mathematical knowledge and learn useful mathematics through socialization and life.
For example, when teaching "knowledge of kilometers", students can actually measure outside the school, initially establish the concept of "kilometers" through step measurement and visual inspection, and then deepen the concept of "kilometers" by calculating and guessing the distance between the two places. This method can also be used when teaching land area units and weight units. For another example, when teaching statistical knowledge, schools can organize students to visit the cultivation of various crops in the village, the income of farmers' families, the population and education in the village. In short, students should be allowed to walk out of the classroom according to the teaching needs, but attention should be paid to organizing and guiding the work, so that students can walk out of the classroom with tasks, and they should not let themselves go and engage in "hands-off" teaching.
(B) from the reality of students, organize the implementation of "small group" teaching.
The so-called "small group" refers to various forms of peer groups formed in the class. It can be a fixed group organized by teachers, a temporary study group designated by teachers in class, or a study group formed by students consciously or unconsciously. Organizing and implementing "small group" teaching is to give full play to the role of various peer groups in class or after class, so that they can gain knowledge in mutual learning, cultivate self-esteem and respect for others' quality and cooperation spirit in communication, and cultivate students' innovative consciousness of solving problems in discussion, analysis and mutual encouragement. The significance of implementing "small group" teaching lies in that it can effectively show students' personality, embody the idea of "people-oriented", create a harmonious atmosphere and give students sufficient space and time to express themselves.
In addition, other forms of teaching organization can be adopted in teaching, such as recommending "teacher assistants" to participate in teaching and participating in individual tutoring after class. In short, in teaching, we should proceed from reality, break the traditional teaching organization form and make the teaching organization form an open system.
Second, open teaching content
Primary school mathematics is not only the basis for further learning mathematics, but also an essential tool for solving some simple practical problems in daily life. Our mathematics teaching should insist that mathematics comes from life and serves life, so as to make the process of students' using mathematics interesting and lively, and provide a broad space for students to use mathematical knowledge and improve their mathematical ability. However, the current primary school mathematics textbooks are closed and backward. To this end, we should creatively use teaching materials and deal with them individually. For example, before teaching the knowledge of "proportion", the teacher designed such a question: Who can find a way to measure the height of the flagpole on the playground? Some students talk about climbing up, while others talk about putting down the flagpole ... The teacher encourages students to think: Is there a more convenient and quick way? This stimulates students' desire to learn new knowledge. When students learn the unit "proportion", the teacher takes them out of the classroom and guides them to find the height of the flagpole by measuring the shadow of the pole. However, during the activity, the students encountered a new problem: in the case of sunshine, the height of the flagpole can be measured with a vertical pole. What if there is no "polar shadow" on a cloudy day? So the students groped repeatedly in practice, and finally some students came up with the method of "putting the mirror on the ground to take pictures". Specifically, put a mirror in a proper place on the ground, with the mirror facing up. The surveyor stood up straight, looked at the mirror, and slowly retreated from the line between the root of the flagpole and the mirror until he could see the top of the flagpole in the mirror. At this time, the height of the flagpole can be obtained by measuring the distance from the root of the flagpole to the mirror, the distance from the mirror to the surveyor and the height of the surveyor's eyes from the ground. In this way, through the "open" classroom, it creates a broader space for students' thinking and stimulates students' innovative consciousness.
Third, open the actual work.
(1) Conduct a social survey
Through investigation, we can understand the application of mathematics knowledge in industrial and agricultural production and real life, so that students can truly realize that mathematics comes from life. For example, rural areas are undergoing industrial restructuring, and students can be organized to investigate and collect data from farmers and analyze the economic benefits brought by industrial restructuring. For another example, after learning statistical charts, students can collect the passenger flow on buses in a certain period of time and make a "passenger flow statistics table", or collect the commodity prices of several stores and make a "commodity price comparison table", or collect the output value and profits of township enterprises in recent years and make a broken-line statistical chart, and ask students to ask some practical questions according to their own statistical charts.
(b) Running your own mathematics tabloid.
This content is suitable for middle and senior grades. The contents of tabloids can be students' own experiences in learning mathematics, usual mistakes and interesting math problems, and articles in other math newspapers can also be reproduced. In the monthly tabloid exhibition activities organized by themselves, students read mathematics books and consult mathematics materials extensively, and actively compile mathematics examples observed, discovered and applied in daily life into their own tabloids. At the same time, we also use the opportunity of running a newspaper design to let students use mathematical knowledge to improve the quality of running a newspaper. For example, what is the effective area of a piece of 8K paper? What is the appropriate proportion of header and column content in the whole page? In this way, students organically combine artistic beauty and mathematical beauty in the process of abstraction, arrangement and design, and truly feel the joy of creating beauty and appreciating beauty.
(3) opening up a "mathematical paradise"
Mathematics Paradise is a mathematical entertainment activity for students to sort out and answer the mathematical problems found and collected in daily life, and record the operation process. During the activity, students happily found famous mathematical figures, mathematical riddles and interesting solutions from newspapers, TV and life stories, and skillfully added their own experiences and opinions. Some of them were accompanied by illustrations, notes and explanations, which were vivid and interesting, and became an ideal garden for students to learn and use mathematics.
(4) Write "math diary"
Students express their new ideas and discoveries in mathematics learning with language, which can help students think about problems systematically, deepen their understanding of problems, find a sense of success and increase their self-confidence in learning. For example, after learning natural numbers and integers, a fifth-grade student became interested in "numbers" and wrote the gains of observation and learning in his diary. He wrote: "The highest temperature today is 5 degrees, which can be expressed by the natural number' 5', so how to express it at MINUS 5 degrees? What is the relationship between advancing 500 meters and retreating 500 meters? I didn't know until I checked the information that some numbers could be preceded by a "-",and my father said it meant negative numbers. I can't think of so many mysteries in the seemingly boring numbers. "
In addition, students can also be organized to carry out practical activities such as extracurricular production, math story meeting and visit.
Fourthly, the evaluation of open teaching.
In traditional mathematics evaluation, teachers are the masters and authorities of evaluation, which hinders the development of students' evaluation ability. Therefore, it is necessary to open evaluation, so that students can learn to evaluate and become the masters of evaluation, thus cultivating students' innovative consciousness.
Open mathematical evaluation should be carried out from different aspects and angles. The evaluation forms can be students' self-evaluation, students' mutual evaluation, students' evaluation of teachers and teachers' evaluation of students. Through various forms of evaluation, on the one hand, students can learn to evaluate themselves and others from different angles and orientations, on the other hand, they can enhance their discriminating ability.
We have designed a mathematical evaluation table and formulated detailed and operable evaluation standards, and the practical application effect is very good. Below is the student (or group) evaluation form. (table omitted)
In a word, opening mathematics classroom is a necessary way to cultivate students' innovative consciousness and practical ability. Therefore, we should be brave in reform and practice in teaching, build an open teaching model, make classroom teaching meet the needs of quality education, and make today's students meet the needs of social development in 2 1 century.