Second, students are the main body to explore the law. The main purpose of "discovering the law" is not to let students acquire some basic knowledge and skills, but to let students generate interest in the law through the activity of discovering the law and initially form the consciousness of exploring the law; Develop mathematical thinking and combine regular activities to form positive emotional attitudes and values. These teaching tasks have strong personality characteristics, which are very different from the traditional mathematics content teaching. If some mathematical concepts, rules, formulas, etc. Can be taught by teachers in a meaningful way, then the process and method of exploring the law can only be actively participated and actively carried out by students. Because operation and experiment should be organically integrated with mathematical thinking, emotion, attitude and exploration behavior are interactive, and the value experience and experience accumulation of exploring laws are irreplaceable by others. The teaching of "discovering the law" urgently calls for the return and establishment of students' dominant position. It is difficult for students to achieve the teaching goal of this content without becoming the main body of exploring the law.
Students' subjectivity in "discovering laws" is manifested in: being interested in a phenomenon and having a desire to explore laws; Combined with the existing experience of mathematical activities, we choose and carry out inquiry activities, and achieved obvious results; Enthusiastic to express their findings and exchange exploration results with peers; Be satisfied with your learning activities and results. Therefore, students' interest in exploring laws, their existing mathematical activity ability and realistic thinking level are important learning resources. In the whole process of discovering laws, continuous mathematical thinking is the internal motivation to explore laws. Of course, the guidance and help of teachers and the cooperation and enjoyment of peers are also very important, but they should all be transformed into personal enthusiasm, initiative and initiative.
In teaching, teachers need to consider: how to turn students' interest in phenomena into their concern for laws; How to activate students' existing experience in mathematics activities and let them carry out inquiry activities independently; How to help students make inductive reasoning, draw rules and choose what form to express them.
Third, actively improve teaching evaluation to ensure the realization of teaching objectives. Evaluation is a double-edged sword, which may not only promote teaching, but also restrict teaching. Paying attention to the evaluation of teaching results and teaching process has been generally recognized and accepted by teachers. As a part of the content of mathematics curriculum, the teaching evaluation of "discovering the law" should be carried out in accordance with the evaluation concept of the new curriculum. The evaluation of teaching process and results should be different from the evaluation of "double basis" teaching in mathematics.
Paying equal attention to results and processes is a teaching concept, and the corresponding evaluation pays attention to both the results of learning and the performance in the learning process. The learning result of "discovering the law" mainly depends on two points: first, whether the law has been discovered, what law has been discovered, and the expression and explanation of the law; The second is to experience the value of "discovering the law" and feel the significance and role of exploring the law for human beings and themselves. The performance in the process of "finding the law" mainly depends on two points: first, interest and confidence; The second is activity and thinking level. We expect students to actively participate in the learning activities to explore the law, to succeed in discovering the law and to accumulate self-confidence. I hope students can use their hands and brains and give full play to their initiative in learning.
Of course, evaluating students' learning of "discovering the law" can also help them solve problems and show their understanding and application of a phenomenon law in writing. However, this evaluation form is not the main one, let alone the only one. Students' participation should be the main inspection point of evaluation, and the attitude, degree, level and harvest of participation are the important contents of inspection.