Narrator: The teacher tells and describes things and phenomena to the students.
Interpretation: Teachers explain, explain and demonstrate concepts, principles and formulas to students.
Speaking and reading: Teachers use textbooks to read and speak.
There is no strict boundary between the above three methods, and they are often used in combination in teaching activities.
The advantage of this teaching method is that it enables students to acquire a large amount of systematic knowledge in a short time, which is conducive to giving play to the leading role of teachers and helping teaching activities to be carried out purposefully and planned. The disadvantage of teaching method is that it is easy to bind students, which is not conducive to students' active and conscious learning, and relies heavily on teachers' personal language literacy.
Teachers should pay attention to the following points when using this teaching method.
1. Ensure the scientific and ideological content of the lecture. The concepts, principles, facts and viewpoints taught by teachers must be correct, which requires teachers to prepare lessons and teach with heart.
2. Teaching should be clear and focused. Only with clear logic can students understand clearly.
3. Pay attention to language art .. Teachers' language level directly determines the effect of teaching methods, and they must constantly pay attention to and improve their language literacy. First of all, the language should be clear, accurate and concise, both logical and clear; Secondly, we should strive to be vivid and infectious, which is especially important for primary school students; Thirdly, pay attention to the level of pronunciation, the speed of speech, and the cadence.
4. Pay attention to cooperate with other teaching methods. The attention time of primary school students is limited, so it is difficult to achieve good results by using this teaching method completely in the whole classroom. Teachers should be good at using this teaching method alternately with other teaching methods and means to avoid students' fatigue and inattention caused by listening for a long time.
(2) Talking methods
Conversation is a teaching method that teachers guide students to acquire knowledge through comparison, analysis, judgment and other thinking activities in the form of oral questions and answers according to students' existing knowledge and experience. The basic form of conversational approach is that students learn through independent thinking under the guidance of teachers.
The advantage of heart-to-heart talk method is that it can fully stimulate students' active thinking, promote students' independent thinking, play a positive role in the development of students' intelligence, and also help students to exercise and improve their language expression ability. The disadvantage of talking method is that it takes more time to complete the same teaching task than teaching method. In addition, when the number of students is large, it is difficult to take care of every student. Therefore, the conversation method is often combined with other methods such as teaching method.
Teachers should pay attention to the following points when using the conversation method.
1. Be fully prepared. What do you talk about? What questions were asked? Which students are you asking? And what kind of answers students might give? How to guide students to ask further questions? Wait, teachers should think carefully and arrange in advance.
2. Talk to all the students. Although dialogue can only be conducted between teachers and individual students, teachers can still attract all students through their efforts. First of all, the content of the conversation should be a common and important problem that can attract the attention of all students in teaching. Secondly, teachers should make the interviewees as representative as possible, such as choosing students of different levels. Thirdly, give appropriate explanations and explanations as a supplement during the conversation.
3. Make a summary at the end of the dialogue. In conversation, students' understanding and mastery can't be expressed accurately and concisely. Therefore, in the last stage of the conversation, teachers should use standardized and scientific expressions to summarize the knowledge gained by students through the conversation, so as to strengthen their own gains.
(3) Discussion method
Under the guidance of teachers, discussion is a teaching method in which students express and exchange opinions around a certain problem and acquire knowledge through mutual inspiration, discussion and consultation. The basic form of discussion method is that students learn through independent thinking and communication under the guidance of teachers.
The advantage of discussion method is that students with similar age and development level are easy to stimulate interest and active thinking, which helps them to listen, compare and think different opinions, and on this basis, they can think independently and promote the development of thinking ability. In addition, the discussion method can generally give every student the opportunity to express his views and opinions, arouse the enthusiasm of all students and effectively promote the development of students' oral ability. The disadvantage of discussion method is that it is limited by the development of students' knowledge, experience and ability, and discussion is easy to become a mere formality or deviate from the theme, especially for primary school students, which needs teachers' attention.
Teachers should pay attention to the following points when using discussion method.
1. Select the discussion content. First of all, choose the content that is worth discussing. Generally speaking, the content of discussion should be the more important facts, concepts and principles in the teaching content. Secondly, to choose the content with appropriate difficulty, generally speaking, the content that is too simple or too complicated is not suitable. The former is difficult to arouse students' enthusiasm for learning, while the latter is easy to dampen students' enthusiasm.
2. Affirm the value of students' opinions. For the unknown, any point of view is valuable. Students always understand and think from their own logic, so although different opinions may be far from the correct answer, they really reflect the students' ideas. Teachers should not "judge" and rush to point out whether all viewpoints are right or wrong, but let students speak freely and understand what is right, what is wrong and why through full discussion.
3. Be good at guiding. Teachers should make a comprehensive tour and pay attention to listening when students discuss, and be good at catching the problems reflected in the discussion. Teachers should give appropriate guidance when the discussion encounters obstacles, remind students when the discussion is off topic, help students sort out conclusions and answers at the end of the discussion, and so on. These are all necessary conditions for the application of discussion method.
(4) Practice methods
Practice method is a teaching method in which students practice under the guidance of teachers, thus consolidating knowledge and forming skills. The basic form of exercise method is a kind of practical learning conducted by students under the guidance of teachers.
The advantage of exercise method is that it can effectively develop students' various skills. Any skill is formed, consolidated and improved through practice. Under the guidance of teachers, all kinds of timely and concentrated exercises can achieve quick results in this respect.
Teachers should pay attention to the following points when using the exercise method.
1. Define the purpose and requirements of the exercise. Let students know why to practice and how to meet the requirements of practice, so that students can practice consciously and purposefully to avoid blindness and mechanization.
2. Guide the correct practice methods. Teachers should explain and demonstrate the correct practice methods before practice, so as to ensure that students can master them basically and improve the practice effect.
3. Arrange the practice steps reasonably. Teachers should do exercises in a planned and step-by-step way.
4. Scientifically master the amount of practice. The practice of skills requires a certain amount of practice, but the more the better. The practice beyond the tolerance of students will lead to the opposite result. Teachers should determine the amount of exercise according to the physical and mental development characteristics of primary school students. In addition, generally speaking, scattered exercises are more effective than over-concentrated exercises, and it is more scientific to divide an exercise into several shorter periods than to arrange it at one time.
5. Give students feedback in time. Students should know the results of exercises in time so as to correct their mistakes and consolidate their achievements.
6. Practice methods should be diversified. To prevent the practice methods from being single and repetitive, we should combine oral and written methods, memory and operation methods, in-class and out-of-class methods according to the teaching tasks and students' reality. Adopting diversified practice methods can keep students' interest and attention and improve the effect of practice.
4 reading guidance method
Reading guidance method is a teaching method that teachers guide students to acquire knowledge by reading textbooks and reference materials independently.
(seven) the method of obtaining direct experience in an intuitive form.
This teaching method refers to the method that teachers organize students to get in touch with real things directly and gain perceptual knowledge through sensory perception, so as to understand what they have learned. It mainly includes demonstration method and visit method.
(5) Demonstration method
Demonstration is a teaching method in which teachers show physical objects or physical models to students for observation, or through demonstration experiments and modern teaching methods, so that students can acquire knowledge updates. It is an auxiliary teaching method, which is often used together with lectures, conversations and discussions.
(6) Reading instruction method
Reading guidance method is a teaching method that teachers guide students to acquire knowledge by reading textbooks and reference materials independently.
Guiding method of learning method
The guidance of learning law should reflect multi-level and multi-form; There are usually several forms.
L, infiltration guidance
This is a teacher who can penetrate at any time in class.
2. Teaching guidance
This is a guiding course that directly teaches students to learn legal knowledge.
3. Communication guide
This is for teachers to organize students to sum up and exchange learning experiences, so as to achieve the purpose of learning from each other.
4, coach guidance
This is when students are confused in their studies, the teacher gives them appropriate hints.
5. Demonstration and guidance
Some methods are not enough to be explained by the teacher alone. If necessary, teachers should demonstrate and let students follow suit
Guidance of primary school mathematics learning methods
Combined with the characteristics of primary school mathematics, we believe that the guidance of primary school mathematics learning methods should include the following aspects:
1. Let students master basic learning methods and develop good study habits. Basic learning method is the basis of learning method guidance and an important daily work. According to all aspects of teaching, let students master the training ways of basic learning methods. For example, how to preview, how to attend classes, how to take notes, how to practice, how to do homework, how to review and summarize, and so on. According to the characteristics of each link, the guidance of students in learning methods, such as the learning of various basic knowledge such as mathematical concepts, arithmetic, rules and formulas, also belongs to this category.
2. Guide students to actively participate in learning and let them learn the thinking method of mathematics. Mathematics learning is inseparable from students' mathematics activities. Only through students' hands and brains can they master knowledge thoroughly and form their abilities. Learning mathematics requires reading, listening, thinking, speaking and writing, and "thinking" means "thinking". Teaching students how to think, master thinking methods and form good mathematical thinking quality is a sign of the success of mathematics teaching. In teaching, teachers should often use basic thinking methods such as comparison, analysis, synthesis, abstraction, generalization, judgment and reasoning, which are imperceptible in teaching activities. Over time, students can master the method of thinking. In addition, in teaching, when training thinking methods, students must make full use of visual and auditory senses to participate in activities. Only when pupils use their eyes, ears, hands, mouth and brain can their thinking ability be fully trained. While thinking training, we should pay attention to strengthening the comparative training of seeking common ground while seeking differences. The formation of thinking method and thinking ability is inseparable from thinking activities. Teaching should create inter-topic situations to guide students to actively think and participate deeply. In thinking activities, the method of making students learn to think is the core of mathematics teaching in primary schools.
Teaching students how to solve problems is a practical activity of students. By solving problems, students should learn how to analyze and solve problems. Combined with the actual teaching content, students can gradually master mathematical thinking problems and problem-solving methods such as correspondence, hypothesis, transformation, reduction and set. Teaching should let students learn to turn practical problems in life and production into mathematical problems through mathematics learning, so as to solve practical problems by solving mathematical problems. Teachers should pay attention to guiding students to practice and explore in this field, combine what they have learned in class with extracurricular practice, learn to develop, and thus master effective methods to solve problems.
4. Teaching students how to read math textbooks is the basic way to acquire book knowledge. Let students master the method of reading mathematics textbooks, which will enhance their ability to learn mathematics. Teaching students to read math class is the first step to cultivate students' autonomous learning, and it is also the key to develop good math reading habits.
Primary school mathematics teaching guides students to read textbooks.
One is to guide students to preview before class. Let the students preview the textbooks before class, and learn new knowledge by themselves first to see what they can understand and what they can't. Listen to the class with intermediate questions. What we should pay attention to here is that students often pay more attention to the result than the process, and we should guide students to pay attention to the process.
The second is reading in class. Generally, after a new lesson, students will read textbooks and leave room for questions. Sometimes teachers can consciously create situations for students to ask questions, thus cultivating students' interest.
The third is to read textbooks after class. Its purpose is to digest and taste the learned knowledge. For example, some long or difficult concepts need students to deepen their understanding. In addition, after class, students can also read some math extracurricular books to enrich their fishing knowledge. 5. Let students learn to operate. The formation of primary school students' mathematical concepts, skills, calculations and formulas is obtained by comparing, comparing, analyzing and summarizing perceptual materials with the help of operational activities. Of course, arithmetic activities play an important role in primary school mathematics learning. Correct, scientific, orderly and reasonable operation can effectively promote students' mastery of mathematics knowledge. Operation should have a strong purpose. Operation is a means, a process, not an end, not just for operation. Teachers should be good at internalizing the externalization of students' operations into students' rational knowledge, so as to deepen students' understanding of the essence of mathematical knowledge, continuously form and expand students' mathematical cognitive structure, and improve students' mathematical ability. 6. Make students form a good habit of questioning and asking questions, learn from thinking and think from doubt. In teaching, teachers should strive to create a harmonious and relaxed environment so that students can dare to ask questions from teachers. Even if the questions are unreasonable or even whimsical, teachers should not criticize them, but encourage them to think more and ask more questions to protect their enthusiasm and enthusiasm for asking questions. The problems raised by students are solved through discussion, which will greatly promote students' initiative and consciousness of acquiring mathematical knowledge, thus cultivating students' ability of autonomous learning. In addition, teachers should pay attention to teaching students how to find problems, so that students can think and ask questions. Generally, problems are found in the following links: first, at the growth point of knowledge; _
The second is to find the "how" of knowledge;
The third is to find the "why" of knowledge;
Fourth, seek knowledge in induction or classification;
The fifth is to find the role of knowledge and so on. In the process of learning mathematics knowledge, there may be problems everywhere. As long as the majority of primary school students keep having problems, solving problems and thinking positively, such learning will be lively and proactive, and such learning effect will be the best. In teaching, teachers should pay special attention to students with learning difficulties and encourage them to ask questions boldly. Only in this way can the mathematics quality of all primary school students be generally improved. 7; To teach students to sort out the context of knowledge and summarize the learning process, mathematics teaching should attach importance to the teaching of mathematical connection, that is, teachers should attach importance to the connection between old and new knowledge and the connection between their own knowledge and other disciplines, which is conducive to students forming a clear mathematical knowledge network and forming a good mathematical cognitive structure.
In teaching, on the one hand, we should guide students to actively participate in the whole process of learning; On the other hand, students should be guided to recall and summarize the learning process. Help students put some scattered knowledge into a certain knowledge structure, so as to discover the rules, and then consciously use the rules to explore new knowledge, further improve the mathematical knowledge structure, and enhance the spirit and motivation of students' independent learning. 8. Teach students to communicate in mathematics. Mathematical communication requires students to accept other people's mathematical ideas through hearing, vision and touch, and through games and reading. At the same time, students are required to express their mathematical thoughts in the form of action, intuition, oral or written, children's language or mathematical language, and communicate with you. Teaching students mathematical communication means teaching them to "listen", "read", "write" and "think" about mathematics. Teachers should guide students to be good at expressing mathematical objects in their own language. Only through more exchanges and discussions can students' ability be improved and their intelligence level be developed rapidly.
Second, the principles of guiding mathematics learning methods
1. The principle of autonomy. The guidance of learning law should focus on mobilizing students' initiative and enthusiasm, and pay attention to giving full play to students' autonomy. The purpose of learning method guidance is to enable students to master scientific learning methods, learn to use the mastered methods to actively acquire new knowledge and even create new knowledge. Therefore, teachers should be good at stimulating students' learning motivation, mobilizing their subjective initiative, allowing them to absorb, learn from and improve their own knowledge system, thus enhancing their learning ability.
2. The principle of permeability. Mathematical method lies in mathematical knowledge, therefore, teachers should put the guidance of learning methods into teaching methods, and teaching should pay attention to both knowledge and methods.
3. The principle of difference. Students' mathematical foundation, personality characteristics and even students' situation are different. Therefore, when giving guidance on learning the law, we should treat it differently and give targeted classified guidance for different objects.
4. Operating principles. In order to facilitate learning and mastering, the requirements of learning guidance put forward by teachers should be specific and clear, which has certain operability. Generally speaking, the requirements of learning guidance are too complicated, too simple or vague, which is not conducive to students' learning and mastering. 5. The principle of good faith. A thousand lines above and a needle below. In order to give full play to the overall effect of learning guidance, all disciplines should fully infiltrate learning guidance from different angles, sides, levels and channels. For example, each subject should be taught by learning, and the learning methods should be prompted, guided and summarized by means of guidance, Protestantism, practice, summary and homework, and by means of teaching, asking questions, writing on the blackboard and answering questions.
Third, the way to guide mathematics learning methods
1. Teaching guidance. Teaching guidance means that teachers directly teach students their own methods of learning mathematics, and then let students practice according to the methods.
2. Infiltration guidance. This is one of the most commonly used methods for teachers. This method is to guide the method to all aspects of teachers' teaching and imparting knowledge and infiltrate it at any time. Let students not only know the learning results, but also master the learning process, learn the learning steps and learn skills.
3. Demonstration guidance. Students' mastery of the laws of learning methods tells us that some methods are not enough only by the teacher's explanation. If necessary, teachers should demonstrate and let students follow suit
4. Prompt for guidance. This guidance method requires teachers to give appropriate guidance and hints at appropriate times, so that students can grasp the main points and solve them easily. That is, under the guidance of the teacher, let the students understand the truth and master the methods themselves.
5. Exchange guidance. This kind of guidance means that teachers organize and guide students to summarize and exchange their own learning experiences and methods, learn from each other and learn from each other's strengths. This method has many advantages. First of all, through summary and communication, students' learning enthusiasm can be mobilized. Secondly, students can learn some learning methods through summary and communication; Furthermore, it is easier to popularize their experience through summary and communication.
6. Inductive guidance. Students have learned many learning methods in their learning activities, but they are not necessarily systematic. Therefore, teachers should help analyze, summarize and consolidate students' learning methods. We believe that the study of mathematics learning methods should be organically combined with the study of mathematics teaching, and the study of teaching methods is helpful to the study of learning methods, thus promoting the study of teaching methods. The research of any kind of mathematics teaching must be closely related to the research of learning methods and carried out simultaneously. Only in this way can we embody the dialectical relationship of interdependence with "teaching method" as the leading factor and "learning method" as the main body. We should change teaching into learning, and design teaching by focusing on students' thinking and learning process and knowledge generation process.