1, dynamically generating the characteristics of classroom teaching
In the traditional teaching process, all the teaching processes are under the control of teachers, and even the answers to questions are designed by teachers. This kind of teaching seems that students are "moving" and "participating", and its essence is that students perform a "performance" that teachers know well according to their designs, teaching ideas and expectations. In the end, it is the students who complete the teaching tasks arranged by the teachers.
With the reform of the new curriculum, it is emphasized that students are alive, full of emotion, imagination and personality. This requires us to pay attention to mathematics classroom teaching from the height of life, and to use changing, dynamic and generated views instead of static, rigid and unchanging ones. Because there will be new problems and new situations in the classroom teaching at any time, we can't ignore the problem of "generation" and the dynamic generation in the classroom in the dialogue with students. The dialogue with students is just empty talk or form, because most classroom generation is generated by teachers in sincere dialogue with students, that is, during the teaching process. Therefore, the main body of generation is teachers and students, and generation cannot be completed by teachers alone. It needs teachers and students to construct together.
2. The concrete implementation process of dynamic generative mathematics classroom teaching.
The dynamic generation of mathematics classroom teaching should be implemented in the classroom, that is, teachers present the teaching situation to students through the creation of expectations, so that students can analyze, explore, discuss, communicate and summarize: in the process of problem inquiry, they can find problems, solve problems, acquire knowledge and improve their abilities. Let's talk about the implementation in the process of mathematics classroom teaching in combination with the dynamic generation of the lesson "Application of Series in Installment Payment".
2. 1 Preset scene, ready to be generated
Generation needs a certain situation, and students will naturally participate in teaching practice under the appropriate situation. The situation should arouse students' interest, attract students' attention and stimulate their enthusiasm. There are many ways for teachers to create situations. Teachers can set the situation by throwing questions. Of course, the question type must be appropriate, neither too difficult nor too easy, and there must be room for generating the question type. They must not be questions with only one standard answer, otherwise they are meaningless.
(1) Organize students to find out which fields have installment payment methods and related contents and regulations through surveys and visits (such as banks, real estate companies, auto trade cities, electrical stores, etc.) before class (Sunday). ) or surf the internet.
(2) Ask each investigation team to send representatives to introduce the basic situation of their investigation by class (which areas have installment payment methods, and the relevant contents and regulations of installment payment). ) Let the students discuss and exchange the payment by installment and the related contents and regulations. According to students' feedback and discussion, teachers guide students to conclude that installment payment is more and more widely used in today's consumption activities, and it is of great practical significance and research value to use mathematical knowledge to solve the problem of installment payment. Begin to enter the next step of study, and introduce a research study topic: the application of sequence in installment payment.
2.2 Group discussion and appropriate guidance.
Discussion is a vivid teaching method and a key link of dynamic generation. There are various ways to discuss: deskmate discussion, left-right discussion and group discussion. When organizing discussions, teachers should guide students well, and every problem involved should be analyzed, explained and discussed by students, so that students can debate and make decisions and choices. At the same time, they must also guide students to discuss around the topic center so as not to deviate from the purpose of analyzing and discussing topics. For example, how much is the installment? This is the key problem to solve application problems with a series of equations. What are we talking about to establish equivalence relation, Brillouin equation? Students can be instructed in time according to the meaning of the question: by calculating the arrears one by one, the amount of arrears in the last period is zero, from which the equivalence relationship can be obtained; You can also establish an equivalence relationship by the sum of the repayment amount and the generated interest, which is equal to the sum of the loan principal and interest (that is, the sum of the principal and interest), and establish an equation. When students discuss silence, they should be inspired in time to activate their thinking and let everyone enter the role.
2.3 report and communicate, and guide the summary.
After the students discuss in groups, let each student have an opportunity to exchange and learn through exchanges and cooperation. At the same time, it also cultivates students' cooperative ability and language communication ability. After cooperative learning, let students report and exchange their knowledge and information. There are different ways for students to present the above discussion results: language expression, words or pictures. In the exhibition, other students are allowed to ask questions, and the students of the investigation team answer questions, argue, communicate deeply, respect differences and form * * * knowledge.
3. Reflections on the implementation of dynamic generation teaching in mathematics classroom
3. 1 Role orientation, establishing the dominant position is the basis of dynamic generative teaching.
The new curriculum advocates observing with students' eyes, experiencing with students' hearts and learning in students' ways. If teachers don't have students in mind and don't have the concept of "all for the development of students" and "all-round development", how can there be a teaching design to promote students' development, how can they actively pursue the generation of effective teaching, and how can they think about students' lifelong development? Only by renewing ideas can we deeply study the strategies to promote students' effective development and clarify their roles. Student-centered classroom can stimulate and cultivate students' awareness and ability of active and healthy development, and make teaching glow with vitality.
3.2 Grasping the implementation process and cultivating autonomous ability is the key to dynamic generative teaching.
No matter how good the preset is, if it is not implemented concretely, it is also a blank sheet of paper. A perfectly designed idea is also a "solidified" and a bunch of "dead" symbolic things. How to make this presupposition alive as a carrier is closely related to people's life and life, and it is our highest pursuit and ultimate goal to make it a medium for the dynamic generation of teachers and students' vitality. This requires teachers to give full play to their subjective initiative, so that they have a case in mind and no case in action, with tangible presupposition and dynamic teaching, and truly integrate into the dynamic classroom. Grasp the bright spot in classroom teaching at any time and the breakthrough point in promoting dynamic generation in classroom teaching. Teachers should be good at capturing, amplifying and effectively using the dynamic generation moment in the teaching process.
In short, the pursuit of dynamic generation of classroom teaching is the need to actively implement quality education with innovative education as the core, the need for the growth and development of students' inner life activities, the need for teachers' life activities and self-worth, and the eternal and true value pursuit of education.