The new curriculum teaching pays attention to students' emotional factors and plays the role of emotion in learning. Because if a student can't experience the fun of math learning, how can he take the initiative to learn? Therefore, in classroom teaching, teachers should carefully create happy situations, interspersed with some performances, games and other activities to bring more happiness to students, so as to achieve the ideal teaching effect. For example, in coordinate teaching, we can arrange a game of "Duckling Looking for Mom". Students play Duckling and Mom respectively. Mom sits on different coordinates, and Duckling reports the coordinates herself. During the game, the teacher grasps the key questions and guides the students in time.
Second, pay attention to the process, so that students can learn happily in exploration and communication.
Students are relatively interested in new knowledge, but when using knowledge, many students tend to pay attention to one thing and ignore another. The main reason is that students don't know the source of new knowledge, and some teachers only pay attention to the results and ignore the process of knowledge formation in teaching. For example, the condition for forming a triangle is that "the sum of two sides is greater than the third side, and the difference between the two sides is less than the third side". Which two sides are here? How is it easier? Many students don't know it, and it is easy to ignore it in the process of using conditions. For example, there is only one answer to the question "Knowing that the two sides of an isosceles triangle are 4 and 9 respectively, find the perimeter of the triangle"; When "4 and 9" in the question is changed to "3 and 5", there are two answers. Why? Many students are not clear. If you find some sticks in the process of forming triangles and mark their lengths, let students piece together triangles and explore the rules, students will easily master them. Students will feel happy once they understand the truth and use knowledge to solve problems.
Third, ask interesting questions to guide students to learn happily in the process of solving problems.
Some seemingly simple math problems with unexpected conclusions will make students feel "incredible" and trigger their thinking. At this time, students are guided to reflect in the process of solving problems, so that students can find out the reasons for their mistakes themselves, and students will feel happy. For example, "Who is heavier, a catty of iron or a catty of cotton?" Many students make mistakes as soon as they open their mouths. As long as the teacher adds a little, the students will suddenly realize. Another example is "A, B and C in the 100 meter race". When A reaches the finish line, B is still 1 meter away from the finish line, and C is still 2 meters away from the finish line. If their respective speeds remain the same, how far is C from the finish line when B reaches the finish line? " Many students think that C is from the end point 1 meter. Actually not, because when A reached the finish line, B and C ran 99 meters and 98 meters respectively, which shows that the speed of B and C is different. If B reaches the finish line and C is away from the finish line 1 m, it means that the speed of B and C is the same, which is obviously contradictory. Teachers guide students to make such an analysis and inspire students to answer correctly, so students will realize that mathematics learning is so lively, interesting and colorful, and thus have the desire to learn mathematics well.
2
Creating an Efficient Mathematics Classroom
Know how to appreciate and let it reap achievements.
Some parents have educated their children before entering school. Students of the same age are sitting in the same classroom, and the gap already exists. So we can't deny this difference in teaching. We should fully observe students' original knowledge and experience, strive to regard old knowledge and experience as the growing point of new knowledge, seize the contact point of old and new knowledge as scaffolding, and guide students to learn new knowledge on the basis of original knowledge. For example, a teacher did not fully realize the starting point of students' knowledge when teaching the first-year edition of Riding a Horse in Beijing Normal University. Because of the open class, students were rudely interrupted in teaching and missed the generation of a wonderful new knowledge. There were seven people on the bus when she showed the map. 1 14. After arriving at the station, three people went down from the back door and two people came up from the front door. The instructor throws a question: After reading Map 2, what math problems can you put forward and how are you going to solve them? The students soon found two methods: 7-3+2=6 (person); 7+2-3=6 (person). Suddenly, a student raised his hand very high, and he wanted to say the third method, that is, 3-2= 1, 7- 1=6 (person), but the teacher rudely interrupted him before he finished. The author of the lecture fell into thinking: his method is correct, and it is reasonable to say that there is one more person getting off the bus than getting on the bus. Minus one person is the number of people in the car. The idea at that time basically exceeded the teacher's preset. Before the students finished speaking, the teacher hurried into the next link: guiding the students to exchange the steps of addition and subtraction mixed calculation. The teacher thinks that he has taught junior high school mathematics for many years and that he is experienced and can't make mistakes.
In view of the small flaws in this course, I made an after-school survey: this student studied Montessori mathematics in kindergarten, and the teacher at that time took them to do such a topic. After learning the new lesson, he immediately connected with his previous knowledge. Unexpectedly, the teacher didn't give him a chance to express himself at all. Originally, it was the highlight of a class, but because the teacher didn't investigate the students' existing knowledge and experience, didn't adjust his teaching ideas in time according to the actual situation, didn't effectively grasp the connection between old and new knowledge, didn't realize the creativity of students' thinking, and finally ended hastily. Ausubel, a famous American psychologist, said: "The most important factor affecting learning is what students already know. Teaching according to students' original knowledge. "If the teacher fully understands the students before class and goes deep into the students' hearts, there will be no teaching mistakes. To really understand students, we need to master ingenious methods, including quizzes, individual communication, classroom observation, homework analysis, paper evaluation and so on. For example, from the completion of students' homework, analyze what knowledge points he has not mastered. The error rate of each assignment can be tabulated and analyzed to find the best solution to the problem.
Change heart for heart, and achieve a win-win situation in interaction.
After fully understanding the students, we should start from the reality of the students, put ourselves in their shoes, treat ourselves as students, try to solve problems by ourselves, and then experience the diversity of methods in the comparison and exchange of various methods. By comparing similar things, the model of new knowledge is initially established, thus solving the problem of how students learn. Empathy should be reflected from the student level: what problems and characteristics students may have in their study and what bottlenecks they will encounter in the process of consolidating their knowledge. Only by clarifying students' difficulties and cognitive rules in learning can we truly understand students and build an effective teaching process. After learning the basic concepts, we should consolidate them in time and let students use these concepts to solve mathematical problems. This consolidation exercise cannot be a simple repetition of new knowledge, but a reproduction and promotion of new knowledge, so it is more meaningful.
For example, after teaching "The Basic Understanding of Countdown", I did this consolidation exercise, treating myself as a student and writing math diary in a student's tone: Today, I learned a new knowledge-Countdown. I know that the product of two reciprocal must be equal to 1, such as ×= 1, so it is reciprocal, yes reciprocal, you know? I also know that all numbers have reciprocal (except decimal), for example, the reciprocal of integer 2 is. I also learned to find the reciprocal of any number by exchanging the numerator and denominator of the fraction. For example, the reciprocal of 1 is 1. Look! How did I learn? The students were moved by this challenging diary, and they pointed out the mistakes of "I" with mutual learning knowledge. In the process of error correction, students effectively consolidated new knowledge and formed a correct concept of reciprocal in their minds.
three
Improve students' interest in learning mathematics
Use modern means to increase the sensory stimulation of mathematics knowledge to students at multiple levels. Multimedia software or courseware allows us to decompose mathematical knowledge into visual elements and transmit them to students' minds through sensory stimuli such as vision and hearing. So as to mobilize students' active cells in learning mathematics.
Enrich appearance by saying and doing. When I teach "square area", let students find the square around them first, then compare the areas, and then draw a square by themselves, thinking about why their areas are different and how to find the square area. After summing up the solution of square area, let the students compete to see who can calculate quickly. Finally, an example is given to illustrate how to calculate the area of a square object in daily life.
Let activities lead students into the hall of mathematics. Dewey, a famous American educator, believes that education is life. Add specific activities to teaching activities, let students participate in them, and let students have more opportunities to practice mathematics knowledge. For example, when learning the addition and subtraction of scores, design a supermarket shopping activity, set the prices of different commodities as decimals, let some students buy commodities as customers, and other students as salespeople to calculate the total price of commodities purchased by "customers". Under the guidance of the teacher, the students learned the addition and subtraction of decimals and their applications while experiencing supermarket shopping. Participatory activities in the teaching process give students the opportunity to participate independently, and they experience the happiness of mathematics application and mathematics learning. Designing wonderful activities will greatly increase students' interest in learning and have a strong sense of participation, which will greatly promote mathematics teaching.
Mobilize students' enthusiasm, express their opinions and pay attention to application. In addition to cultivating students' thinking ability, mathematics discipline must not ignore students' oral expression ability. After learning mathematics, most students have various ideas about knowledge and application. We can't think that the training of oral expression ability is the patent of Chinese class. At this time, let students express their ideas and opinions more, which is helpful to improve students' interest in learning mathematics. At the same time, it also cultivates students' enthusiasm for pursuing true knowledge; It also eliminates students' learning tension and allows students to firmly master knowledge in a relaxed and happy environment.
four
Cultivate students' initiative in learning mathematics
1 Teachers should create a classroom atmosphere and stimulate students' thirst for knowledge.
Don't think that math class is an abstruse subject, and teachers should be old-fashioned I think such a class is boring, and students can get twice the result with half the effort. So I think the classroom atmosphere of math class should be active and interesting, so that students can remember it deeply and achieve the teaching purpose. When I did the "rectangular area calculation" exercise in the third grade, I introduced it to my classmates. He said, "Today, I met Una's mother, who is a student in the class. She bought a piece of cloth and is going to make clothes for You Na. " The class laughed. "This piece of cloth is 3 meters long and 2 meters wide. Please help Una's mother calculate the area of the cloth her mother bought? " The students exploded the pot and raised their hands actively and excitedly to ask for an answer. After solving the problem, I said, "At this time, Peng Shuang's mother came. Seeing this beautiful cloth, she also wants to buy some skirts for Peng Shuang. The cloth she bought is 8 square meters in area and 2 meters in width. How long will it take? " The students chattered about and couldn't wait to raise their hands to answer. It can be seen that in order to improve students' enthusiasm, we can also start with things around students and stimulate their desire to explore knowledge and seek answers.
2. Take flexible and diverse forms to enhance students' interest in learning.
Junior three students are young, immature in psychological quality and poor in self-control. Therefore, in order to let students learn actively, I think that in classroom teaching, we should be novel in form, entertaining and good at concretizing and visualizing abstract things. Boring and interesting. In my math class, I also try not to let the students get bored. For example, when calculating orally, the train is connected; Conduct a group competition when calculating in writing; (Usually, each team has its own team name) (for example, "See who can calculate quickly and accurately") After the game, they will also evaluate each other, point out the areas that need improvement and score. When solving problems, "see who has more solutions" and "the methods are smarter than who". I remember once, there was a question about finding the area by looking at the picture. I only proposed two, but Peng Ting of our class also proposed two other solutions. In this way, through the activities that students are interested in, students are encouraged not to give up and have the motivation to learn.
3 for all, improve in an all-round way
It is children's nature to like acting. In class, I pay attention to the individual differences of students. Students who do problems on the blackboard in class will generally choose students with poor academic performance and let students who have made progress in their studies judge them. The students in our class like this link best. Every time they come to this session, they will be very enthusiastic and take the initiative to go to the blackboard. Sometimes they make mistakes and urge to be given another chance.
4. Give full play to the positive role of emotion and identify non-intellectual factors.
Non-intelligence factors often hinder the effective development of students' intelligence. Such as: poor enthusiasm for learning, poor self-discipline, and poor impression of teachers in the subjects they teach. For these, I advocate that teachers should give full play to their emotional enthusiasm, care more and communicate more. Let students feel the teacher's love without pressure, thus stimulating their interest in learning. There is a student named Hu Jiayi in our class. He often doesn't finish his homework and asks his parents not to come many times. Once, I was chatting with her in the classroom. Clearly looking for parents is not complaining, but discussing with parents ways to improve their study. As a result, the parents came the next day. I praised his merits, pointed out the need for improvement, and put forward requirements for parents. As a result, she took the initiative to ask me or my classmates what she didn't understand, and her study also improved.