For example, when I teach algebra, I use the following methods: measure my future height. First, I ask my students if they want to know their future height. After listening, everyone said "think". I wrote down two formulas on the blackboard and got two formulas: the adult height of boys: X+Y)/2* 1.08, and the adult height of girls: (0.923X+Y)/2. Where x represents the height of father and y represents the height of mother. The students all calculated quickly with great interest. Soon, the predicted height of each student came out. They reported to each other excitedly. A boy blurted out with a surprised expression: "Wow! I can grow to 1.85 meters! " At this time, I lost no time in saying, "The value obtained by each student is called algebraic value. Just now, everyone used the height of their parents instead of X and Y to calculate the algebraic value. " The students were suddenly deeply moved. There are many such examples, which link mathematics with life and make students understand that mathematics is not a distant and boring knowledge, but happens around us.
2. In classroom teaching, more mathematical activities such as observation, experiment, guessing, verification, reasoning and communication are carried out, so that students can develop their intelligence and improve their mathematical ability through personal experience.
Multiplication of algebraic expressions is an important content of grade seven and an important basis of junior high school mathematics operation, which includes many basic operations, such as multiplication of base power, power and product. Learning at this stage is the focus and difficulty of students' learning. Of course, telling students the algorithm directly and then memorizing it can also make students calculate. This kind of teaching is much easier and simpler, but the teaching effect is temporary and not lasting.
In class, I organize students to observe a series of formulas, let them guess which algorithms may be involved, and then verify their guesses. The whole process always allows students to communicate and experience the learning process and their feelings about mastering knowledge. Because of this teaching method, students learned to observe-guess-verify when I talked about the power of products. Through these mathematical activities, students have an intuitive and sober knowledge experience process. Although I have never asked students to recite these formulas, these formulas have taken root in students' hearts.
3. Create operation activities to let students experience intuitive mathematical feelings.
In classroom teaching, it is necessary to build a platform for students' activities and operations. The specific way is to design the math problem as a "hands-on operation problem". When I teach the course of exploring the conditions of linear parallelism, the first thought comes to me: Can students take out a prepared triangular ruler and spell out the same angle, the same inner angle and the same inner angle with a pair of right angles on a pair of triangular rulers? Discuss in groups, and then let the students operate by themselves. Some students spell out congruent angles, some students spell out internal angles, and some students spell out ipsilateral internal angles. At this time, the condition that two straight lines are parallel can be given. This method will make students' memories more profound. When explaining the chapter "Re-understanding of Cuboid", because it is a solid geometric figure, I used a concrete cuboid box to cultivate students' spatial imagination. Practice has proved that students have a good knowledge of cuboids, and only 1 students made mistakes in a multiple-choice question about cuboids in the final exam. With the help of this method, students can understand knowledge and achieve good results.
4. Empathy, experience students' way of thinking, let students know their own misunderstandings in the feelings, so as to strengthen their understanding of correct mathematics knowledge.
I think that no matter what kind of teaching method is adopted, students will always deviate from the teacher's wishes in the process of understanding, so we might as well do the opposite, follow the students' ideas, let students experience and feel for themselves, and then choose the correct way of thinking.
For example, when I factorize by grouping method, I want students to understand that the basis for judging the correctness of grouping is to generate a new common factor or to continue factorization in other ways, but the students' understanding is not like this, such as factorization factor 6k2+9km-6mn-4kn. I want to teach students that this question can be grouped into one or two items, three or four items, or one. However, at this time, some students have different views. They think that one or three items are a group, and two or four items are ok. At this time, I didn't directly tell the students that this grouping method was not good, but followed the students' ideas. When they continued to decompose, the students found that they could not decompose. I immediately seized this opportunity to correct students' thinking mistakes and let them sum up the basis for correct grouping. The students have a solid grasp of this knowledge.
After more than a year of trying, I feel the benefits that experiential teaching brings to me and my students. First of all, cultivating students' non-intelligence factors stimulates students' interest in learning mathematics, develops good study habits and cultivates students' indomitable will to learn. For my math learning requirements, students can better implement them. Secondly, cultivate students' innovative consciousness and inquiry ability.
When I talk about algebraic multiplication knowledge, I consciously instill the mathematical idea of "combination of numbers and shapes" into students, and verify the conjecture of algebraic multiplication law with graphic knowledge, starting with single multiplication. When I talk about polynomial multiplication, let the students consider how to verify the conjecture with graphics. Quite a few students in the class have been trying to verify the conjecture with graphics. Finally, students' grades have been significantly improved.
5. Reflection and Summary By trying to let students experience learning in the new textbook, I have gained some gains, updated my teaching concept to a certain extent, and got some understanding of what kind of knowledge needs students to experience, but I also noticed that when teaching students through experience, we should also prevent completely denying receptive learning, and some knowledge needs students to answer.