First, create a free and equal atmosphere and build a humanized classroom relationship.
Roger jeffs, an American psychologist, believes that successful education depends on sincere respect and trust between teachers and students, as well as a harmonious and safe classroom atmosphere. Every student has his own unique inner world, spiritual life and inner feelings, and has different ways of observing, thinking and solving problems from adults. Looking at children's world from an adult's perspective and analyzing students' problems from a teacher's perspective will only make you farther and farther away from your children. The new curriculum reform calls for "equal" teacher-student relationship, which requires respecting students' emotions and personalities, creating a free and equal humanistic atmosphere, and enabling students to achieve vivid and harmonious development.
1. Change "Hello" into "Greetings" and "Blessings"
Ding Ding's class bell rang, and "Hello classmates" and "Hello teachers" began to attend classes. It seems that this greeting has become a habit or a process. It stands to reason that teachers and students say hello, which is the embodiment of equality, but a formal greeting loses its humanistic value and will only let students learn to cope and learn hypocrisy. Some students didn't pay attention to the teacher at all, but they still said plausibly, "Good teacher!" " What's more, they simply ignored the teacher's greetings and kept "silence is golden". Teachers can try to change the way and content of greetings, such as: "Good morning, classmates!" " ""How are you, children? "Are you happy today?" How are you?
? ""Good morning, children ""I wish you a happy study! ""Let's work together, shall we? "Maybe students' reactions will be different sometimes, but they will be very concerned, because these well-designed greetings convey the teacher's concern for them and let them experience the beauty of caring in human nature.
2. Go among the students and become their friends.
To create an equal and harmonious relationship between teachers and students, teachers should be willing to give up the three-foot platform, let themselves be among the children, bend over and talk with them, and let them feel intimate communication; Teachers should be willing to give up "the dignity of being a teacher", put down their airs, open their hearts, and open students' young hearts with sincerity and wisdom. Students "will dare to think, speak and do only after unloading their psychological burden, and will realize their creative potential in their growth." To be friends with students, we should trust them. Teachers should see that every student has an excellent side and believe that they all have a chance to succeed. A teacher's expectant eyes and a word of trust will plant seeds of self-confidence in students' hearts and make them believe that they will do better. To be friends with students, we should respect them. Although teachers and students are different in age, they are completely equal in personality. Teachers are only "the chief among equals" and are responsible for students' "spiritual guidance" and "personality guidance". They are good at listening to children's voices, looking at problems from children's point of view, and bravely facing up to the mistakes in children's growth.
3. Be more tolerant and give children a little freedom.
Tolerance is an atmosphere of freedom. In this atmosphere, children always have their own choice. They can rely on their interests, hobbies, specialties and even ignorance to seek truth freely in the ocean of knowledge, cultivate their body and mind naively in emotional blending, and grow up easily in lively learning. This creation of educational tolerance, as the educator Comenius said: We should imitate the sun in the sky, which gives light, heat and vitality to the whole world, so that everything that can survive, prosper and germinate can survive, prosper and germinate. In class, teachers can let students find their favorite partners to cooperate, let them learn in their favorite way, support them to introduce their immature methods to their partners, and encourage them to recognize and correct their mistakes. ...
Second, create an "experience" process and design a humanized learning style.
"Mathematics Curriculum Standard" puts forward: "Students should take part in specific mathematics activities, get a preliminary understanding of the characteristics of objects in specific situations and gain some experience." The so-called experience is an activity in which an individual experiences something actively or virtually, and obtains the corresponding direct experience of cognition and emotion. Let students experience, not only help to explore and acquire mathematics knowledge through various activities, but more importantly, let students experience the learning process, fully experience mathematics learning, feel the joy of success and enhance their confidence, so as to achieve the purpose of learning to learn. Therefore, the process of mathematics learning needs to abandon the indoctrination under the background of "heteronomy" and show the life proof in the sense of "self-discipline". The process of students learning mathematics is no longer to copy others' mathematics, but to build their own mathematics through experience. Only in this way can we realize the new curriculum idea that "different people get different development in mathematics".
1, independent inquiry-let students experience "re-creation".
The psychological research theory of "everyone is a creative person" tells us that creativity is not a special talent possessed by a few geniuses, but a creative potential possessed by everyone. Mathematics teaching under the new curriculum is to stimulate students' creative potential, develop students' personality characteristics, respect students' individual differences when observing performance, inspire students to dare to think diligently, strive for novelty, strangeness and uniqueness, and let each student realize his creative ability and feel the joy and joy of creation in creative activities. In teaching, teachers should fully respect every student's subject, believe that every student has different creativity, treat every student fairly and equally, cherish every bit of discovery and thinking in students' learning, be good at capturing the bright spots in students' thinking, let students' creative enthusiasm be ignited, and don't say "no" to students easily, let alone attack every idea of students, let the seeds of innovation take root in children's hearts and let them have brave psychology.
2. Practical operation-let students experience "doing mathematics"
Mathematics is human activity, just like swimming. To learn to swim in swimming, students must also learn mathematics by doing mathematics. For children, they forget what they have heard, remember what they have seen and understand what they have done, because children's wisdom is produced at their fingertips, cutting off the connection between activities and thinking, and thinking cannot develop. Humanistic mathematics teaching is good at catering to students' active nature, skillfully using children's active personality, liberating students' hands, and reasonably providing students with operable learning tools, so that students can find mathematical problems, understand mathematical knowledge, develop mathematical thinking, cultivate mathematical emotions and make mathematics learning full of wisdom and vitality. In mathematics classroom, teachers should give students the initiative to learn, strive to create "doing" opportunities, let students acquire basic mathematics skills through independent activities, learn the strategy of actively constructing and "recreating" knowledge and ability, enhance their confidence in learning mathematics well, and form a scientific spirit of being brave in exploration and innovation.
3. Cooperation and communication-let students experience "Speaking Mathematics".
The process of teaching is a process of group participation, flashing the wisdom of teachers and students and surging the vitality of teachers and students. The cooperation and communication between teachers and students and between students constitutes a kind of "* * *" classroom melody. When you encounter problems in your study, discuss with your good partners to find a breakthrough to solve them; When your point of view is different from everyone else's, you dare to express your ideas and try to get everyone's approval or inspiration; When you find a clever or unusual method, generously introduce it to everyone and let your partner share their joy of exploration and success ... As the famous writer Bernard Shaw said, two people have their own ideas. If you exchange, each person has at least two. Therefore, in mathematics teaching, teachers should carefully organize and guide students to cooperate and exchange, create a certain time and space for students to cooperate and exchange, let each student have the opportunity to "speak", let thinking ignite in the collision, let inspiration generate in the exchange, and then promote the vivid and harmonious development of students and groups.
Thirdly, using "multiple" evaluation skillfully to promote humanized teaching evaluation.
Traditional teaching evaluation emphasizes norm reference evaluation and pays attention to the position of individuals in the whole. Under this evaluation method, only a few students can get a good ranking and score successfully, while most students are doomed to be losers, which is not conducive to the development of most students. In view of this, the new mathematics curriculum standard takes "different people get different development in mathematics" as one of the teaching objectives. Therefore, the evaluation of students should vary from person to person, with full attention and multi-angle evaluation. We should not use the same ruler to measure them, or give them a comprehensive, fair and objective evaluation, which embodies the people-oriented evaluation concept and highlights the respect for personality and concern for human nature.
1. The evaluation content is diversified.
The new mathematics curriculum standard (experimental draft) points out that the evaluation of students should be changed from discriminatory evaluation to developmental evaluation, and we should pay attention not only to the results of students' learning, but also to the process of students' learning, not only to the level of students' learning, but also to their emotions and attitudes in activities. Evaluation does not focus entirely on academic performance. We should try our best to explore the factors contained in the learning process as the material of personality education to inspire and guide students. Evaluation should not only pay attention to the mastery of knowledge and the development of ability, but also promote the formation and development of individual emotional qualities such as interest, hobby and will. According to the curriculum standards and teaching objectives, describe one or more aspects of students' learning attitude, exploration and practical ability, cooperation, communication and sharing, judge students' learning state, and truly reflect the orientation of evaluation.
2. Diversification of evaluation methods.
Teaching evaluation strategy mainly refers to a series of behaviors of emotion, attitude and value judgment on the process and result of teaching activities. Evaluation should reflect students' academic achievements and progress, encourage students to study, help students realize their own advantages and disadvantages in learning strategies, thinking or habits, know themselves, build confidence and truly experience their own success and progress. Teachers can make full use of the charm of evaluation language, stimulate students' enthusiasm and interest in learning, adapt to students' needs and satisfy students' wishes, thus helping students to know themselves, establish self-confidence and promote their happy and harmonious development. The application of delayed evaluation can make more students have broader thinking space, produce more and better innovative inspiration, and fully develop their thinking and quality; The way of establishing growth record bag reflects the process and progress of students' learning mathematics, helps them summarize their learning methods and experience the happiness of growth.
3. Diversification of evaluation subjects.
Diversification of evaluation subjects means changing from one-way to multi-way, enhancing the interaction between evaluation subjects, emphasizing that the assessed becomes a member of the evaluation subject, establishing an evaluation system with the participation and interaction of students, parents and teachers, and promoting the development of the assessed with multi-channel feedback information. In addition to the teacher's evaluation, other forms can be taken in the study, such as: introducing students' learning gains to classmates and teachers through students' self-evaluation, finding out the "shortcomings" of their own development, and letting everyone have a deeper understanding of themselves; Through mutual evaluation, we can guide students to tap the bright spots of others, let students learn to look at the achievements of their own, each student and each group dialectically, adjust their thinking and improve their activities through external public opinion, and promote students to develop in a healthy direction.
It is the need of the times and the development of life to make mathematics teaching full of humanity and let healthy personality penetrate into mathematics teaching. To realize humanistic mathematics teaching, teachers need to establish scientific training objectives, focus on educating people, and focus on cultivating students to form perfect and beautiful humanity, healthy and complete personality, free and open spirit and innovative and pioneering consciousness, so that mathematics teaching can become a humanistic carrier to promote students' benign development.